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Suggestive Out 


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University of Illinois Library 


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UNIV ERSITY OF ILLINOIS 


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pRESIDENT'S OFFICE: 


ONIGTING TOOHOS ONINIVUL JDSTION- TWNYON ALV.LS NVDIHOIN 


THE MICHIGAN STATE NORMAL COLLEGE 


_ TRAINING SCHOOL DEPARTMENT 


UNIVERSITY OF ILLINOIS 


aon on ese aerm™ oe eee 
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PRESIDENT'S OFFICE. 


Suggestive Outlines of the Courses of Study 
as followed in the 


Kindergarten and Elementary Grades 


1908--1909 


Oh pine a ea COPYRIGHT, 1909, By 


Pa eit | _ DIMON H. ROBERT 


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Ae Se ged) 


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27 MW Ay Qh 


BE Olniow Or 


The following outlines of the courses of study for the Kinder- 
garten and Hlementary Grades are merely suggestive of some of 
the work which the teachers are striving to put into practice. As 
these outlines are revised from time to time it is hoped that they 
will continue more nearly to represent the ideal course of study for 
the elementary school. The work represents the combined efforts 
of the Training School Faculty and the Heads of the various college 
departments. The outlines for the different subjects represent a 
compilation of the courses for the various grades by the Training 
Teachers themselves, and comparatively little effort ‘has been ex- 
pended in reducing them to a stereotyped form for all grades. It 
is hoped that they may be of use to student teachers and others as 


suggestive of the work to be done. 


FACULTY OF THE TRAINING DEPARTMENT 


Lom ONHG; Aye 
President of the Michigan State Normal College 


DIMON H. ROBERTS, A.M. 
Superintendent of the Training Department 


FOIL A st DAMS ymca ries kets sate pom Supervisor of Kindergartens 
TIMLENEUICNEIP oj eine cope tes hee Director of Normal Kindergarten 
POET HH OURON cs sa, eaten Waren Director of Woodruff Kindergarten 
MARGARET: BE WISE, M.Pp. 22, .4% Training Teacher, First Grade 
PMLA, UR oP AOR SON wt mu o cicre o ae 7 ‘“ Second Grade 
PLORENCH -GILLILAND,” BS akc ° ‘¢ — Third Grade 
MARGARET I, MILLER, PH.B...... * ‘‘ Fourth Grade 
PLEA MO WWILSON 82D uw cen ots : = Fifth Grade 
XBIGATICE: (ROR MOE DE hie eG tf i Sixth Grade 
PRARTACTARK T.-H: Gin vaniers aoe dg: ‘* Seventh Grade 
SHDNA LS OOK. tebe so teen” 4 ‘‘ Highth Grade 
HorE BARR PHET, A.B..... Acting ‘ fc ee 4 

HOSS O. HEDRED, (A aD suede yaks vie e wie Principal of High School 
MLV RTIS CA LLUP inn see ait ciniert wich ale are ates Assistant in High School 
ALICE TA BOARDMAN. Jos. 2.0006 os Supervisor in Manual Training 
RESELL AH) BARBERS Oni sen ka Assistant in Manual Training 
BUSAN «L,) BYRNE 2 vid ones Acting Assistant in Manual Training 
GRACE FM URLERG a6 sour ve Supervisor in Domestic Science and Art 
MLL OTA S5 DE VEEN SO Nadie nee Pee eine Assistant in Domestic Art 
CinpE HS POSTER Ac. view Share teas ea eee Supervisor in Music 
MEVIAN SGI LIOIN cyte a eon eee eee a rete | mre Assistant in Music 
BERD A ASOODISON dsm oe s,s yee kate oleratd Bos Supervisor in Drawing 
ONES OLA Roc gger oat eae wee Supervisor in Physical Training 


*Absent on leave. 


< Pome 


THE KINDERGARTEN 


The work of the kindergarten is carried on along two lines 
running parallel with each other — institutional life and life in 
nature. 

The first institution considered is that of the home. ‘The child’s 
own home is taken first, and especial attention is given to the mem- 
bers of his family — the mother, father, and children — and to the 
duties of each. Along with this, the nature families are noticed — 
such as the animal and bird families—and their preparation for 
winter. 

The coming together of several families at Thanksgiving time 
for the purpose of praising God and thanking Him for the winter 
comforts and supplies, shows a larger grouping. 

The work with the family relationship culminates at Christmas 
time in the thought of the one Ideal Mother and Child. 

The child, viewing the work of the fall in retrospect, sees him- 
self as a member of a new form of society —the school—and feels 
the relationship of the school to the home. 

From the consideration of the occupations of the fathers in the 
different families, the point of departure is found for the wxzversal 
trades. A few of the trades most familiar to the child are consid- 
ered. The interdependence of each on all and all on each is 
emphasized, ‘These occupations and trades of the members of the 
community in which the child lives are also carried on in other 
towns and cities, thus showing the universality of the trades and 
gradually leading the child to see a larger interdependence shown 
between community and s¢fafe. From the protection and bravery of 
the fireman and policeman of the home town, the child is led to see 
how the soldier protects the state and country. The patriotic feel- 
ing is further developed through the ideal soldier. 

All of these experiences together with the mystery and beauty 
of awakening life in the spring prepare the child for a more con- 
scious feeling of the final source of good. He begins to see that all 


6 COURSES OF STUDY 


these provisions are the result of love—the manifestation of God’s 
love. He becomes conscious of God’s providence for himself and 
nature, and begins to feel a dim sense of gratitude or love for all of 
these wonderful things in nature. 

He is now ready for the ideal institution of society symbolized 
by the Church—which includes all men. 


ENGELS H 


The mother tongue is perhaps of greater importance than any 
other subject in the elementary school, embracing as it does the 
various branches of reading, literature, language, composition, 
spelling, and writing. It is the general aim of these courses to 
introduce the child to the best reading and literature suited to his 
age and development, and so to interest him in the good that high 
ideals of life will be constantly before him. 

Reading and literature are inseparable, the one being necessary 
to the best interests of the other. Natural expression in reading is 
fundamentally based upon literary interpretation, and only selections 
of literary merit have a place in the reading selections. ‘The read- 
ing should be both intensive and extensive, and may frequently 
have some connection with history, nature study, geography, and 
other school subjects. Much emphasis should be laid upon having 
the children form clear mental pictures of the selections read ; for 
upon this depend natural expression, interest, and a love for litera- 
ture. Children should be required to memorize choice selections of 
prose and poetry. Care is needed in not exacting too much at a 
time, but with discretion the child will come to delight in this kind 
of work and it becomes the source of the very best culture. The 
children should also frequently hear good reading by the teacher or 
by the very best readers in the class in order that the spirit of the 
same may leave its impression. Frequently, also, the teacher may 
tell enough of the story to be read so that interest will be aroused 
and the child’s own activities stimulated. 

The correct use of language is not to be taught so much by 
special lessons along technical lines as by the proper correlation 
with all subjects of study in each grade. It should never be for- 
gotten that the surest test of clear and definite understanding in 
any subject is the ability to express the thought clearly in speech 
or in writing. In this sense reading, arithmetic, geography, 
history, and other subjects should all be laid under contribution to 


8 COURSES OF STUDY 


instruction in language. While the teacher should encourage spon- 
taneity of expression and free play of thought and feeling, all errors 
in either oral or written exercises should receive constant attention. 
There is no need of devising examples in false syntax ; prevailing 
errors in each grade will be sufficient as a basis for this work. 
Teachers should be on the alert for errors, and by persistent and 
repeated corrections from grade to grade help the child to acquire 
the hadit of using pure English. This is the most important phase 
of method in all general language work. 

Good spelling is an important aid to the best work in all sub- 
jects. It is very closely associated with reading and language in 
the primary classes, and receives attention as a separate subject in 
the other grades. Spelling lists, the words of which are chosen 
from the child’s vocabulary in each grade, constitute the main basis 
for such work. The children construct their own spelling books 
from day to day, and these are used for special study and review 
lessons. 

Special lessons in penmanship are introduced as needed through- 
out the different grades. In these lessons hygiene, legibility, and 
speed are emphasized in the order named. ‘That we may get the 
best results along this line, only the best work is ever accepted in 
all written exercises. Special drills amount to little unless applica- 
tion of the principles learned is insisted upon at all times. 


PUR OS T° GR OACD ES 


READING 


A genuine desire on the part of the child to learn to read is the 
only basis for a truly educative starting point. When a child has 
this he almost solves for himself the problem of surmounting the 
difficulties in beginning reading. Without this desire he forms the 
habit of merely calling words, and finds even this very difficult. 

Therefore the aim of the primary teacher is to awaken in the 
child the desire to learn to read, if it has not been awakened, and 
to keep the desire thoroughly alive when it has once been aroused. 

She does this in various ways : 

Reading stories occasionally, not always telling them. 


ENGLISH 9 


Awakening an interest in nature study and history and then 
referring to the book for information the child is anxious to get, 
thus showing him that the power to read opens up new pleasures. 

Furnishing library books which the child may carry home to 
have father or mother continue the story begun in the school. 

The teacher must recognize the fact that there is considerable 
drudgery for the child in the mastery of symbols, and strive to re- 
duce this to a minimum. 

Two twenty minute periods daily are given to reading work 
in this grade. 


Method. 

The Combination Method is used. This takes the best elements 
of the Sentence or Thought, Word and Phonic methods, with the 
Sentence predominating. 

Dramatizing. 


Use of Script. 

Script is used exclusively in the first reading work. The 
reasons are : 

The subject matter can be shaped at the teacher’s will. 

The limited amount that can be put before a class at any 
one time does not tend to confuse or discourage, as 
may the larger amount of chart or book. 

The teacher can more effectively meet individual needs, 
making the lesson include many repetitions of a trouble- 
some word. 

Script is more easily made than print, thus enabling the 
teacher to put more work on the board and to utilize 
words as fast as learned in all possible combinations. 

Books are cumbersome for the child to handle. 

The child must reproduce the words, and the written 
form gives him the one he will use all his life. 

The list of words which the child masters, in a way takes care 
of itself, growing out of plays, the statement of interesting facts 
observed in nature study, and the reproduction of stories. 

This selection of words includes in general : 

Common nouns, verbs (particularly action verbs) and idioms 
constantly demanded in oral speech. 


10 COURSES OF STUDY 


The reading matter to be taken up later in books. 

While the reading book guides in the selection some- 
what, the order in which the words are introduced in 
the book is not necessarily followed. 

The very first words introduced are those which express action: 
e.g., run, hop, skip, jump. This work permits much freedom of 
movement and exercise of the play spirit. 

Imaginary stories and conversational lessons have an important 
place. 


Use. 

Emphasis is put only upon words the child needs to use con- 
stantly. Every lesson has a beginning and an ending. Its 
sentences are naturally related, not brought together at random 
for the purpose of reviewing or drilling upon words. 


Reading from the book. 


Books are introduced as soon as the children have gained power 
quickly and accurately to master written symbols and can read 
easily and well the script stories put upon the board. The length 
of time required for this preliminary step is determined entirely by 
the ability of the class. 

The printed lessons to which the children are first introduced 
contain only those words with which the children have long been 
familiar in script. 

Later when new words appear, the daily reading lesson is 
divided into two periods: 

Word study 
Reading proper. 


Word Study. 


New words are introduced during a sketch of the story and are 
written in several sentences which supplement the printed lesson. 


Reading proper. 
The reading is studied under the direction of the teacher, 
taken up first sentence by sentence, then in larger portions. | 
Thought is emphasized over and above words, and a discrimi- 
nation is made between mistakes of a vital importance and those 


ENGLISH 11 


which do not alter the meaning. If a child calls ‘‘the’’ ‘‘a’’, he 
is not interrupted, but permitted to finish his sentence. If his 
mistake completely changes the thought, he is halted at-once and 
given definite help. 

No one book is read from cover to cover, but stories are selected 
which are most enjoyable and best suited to the needs of the 
children. 


Readers. 
Sunbonnet Babies’ Primer. 
Folk-Lore Primer. 
Art-Literature Primer. 
Stepping Stones to Literature—First Reader. 
Cyr’s Primer. 
Cyr’s First Reader. 
Cyr’s Advanced First Reader. 
Arnold Primer. 
Holton Primer. 
Wheeler Primer. 
Child-Life Primer. 
Brooks Primer. 
Outdoor Primer. 
Overall Boys. 
Wide Awake Primer. 
Wide Awake First Reader. 
Bender Primer. 
Horace Mann Primer. 
Child-Lore Dramatic Reader. 


Reference Books. 
How to- Teach’ Reading 1... fick oes fads oe eal oo eae fon este lne go pt Clark 
Reading and Literature.............. New York Teachers’ Monographs 
Wayinarks for Teachers... o,%:. cccieine's any sm sie edi sie'p ¢ sti'sia pines oma: Arnold 
Special Methods in,;Primary Reading................0..eseee. McMurry 


LITERATURE AND LANGUAGE. 


The language work in the first grade is almost entirely oral and 
may be classified in the following groups : 
Conversational lessons 
Stories 
The child’s own experience. 


iw COURSES OF STUDY 


In the conversational lessons the child gains new ideas or clearer 
conceptions of old ideas. The new truths become his own and he 
incorporates into his language words to express them. 

Hase and fluency are gained by giving the child repeated op- 
portunity to talk. ‘The first stories he is called upon to reproduce 
are short and full of action. They are mostly fables and anec- 
dotes, such as: 

The Dog and his Shadow 

The Wind and the Sun 

The Dog in the Manger 

The Lion and the Mouse. 

Mother Goose rhymes are also used. 


Later, when longer stories are introduced, the lesson—whole 
may be but one unit of the story, that is, enough of the story to 
form a complete picture. Many stories are enjoyed without being 
reproduced. 

Imitation plays a very important part in the work. When a 
mistake in English occurs the teacher suggests the correct form and 
the child accepts it as his own, without interruption in thought. 

A very little written work is required, and this is mostly the 
copying of sentences dictated by children. Reproduction of read- 
ing lessons and history stories, descriptions of material used in 
nature study, and the daily weather reports furnish an abundance 
of material for this purpose. 

Capitalization and simple punctuation are taught. 

The first time a child copies a sentence his attention is 
called to its capitalization and punctuation. 

The first time he writes his name, one use of the capital 
letter is established. 


Story Books. 


Mother Goose ‘Villaged og ia cites tec ks Deh cd ech Bigham 
Merry Animal Tales yi cok oo itmaie Pa cele hat ee ec nee Bigham 
ar Story and ah POs oe eee eG tele eae Meee at ee Oeee O Harrison 
Evuppinison Crusoe: i512" ase ta Garae tie a ae Adapted by Lida B. McMurry 
How 'to Tell Stories to Children 7 cegass eck nesines met davon eee Bryant 
Stories to Tell to Children, 79.00 cp fouct. ooe aheon. lens eae Bryant 
Mother Stories........ Gh BONS hike oe CLEC baer ea teen Lindsay 


More Mother Stories (06705 200 iia ee ee eee ae .... Lindsay 


e, 


ENGLISH 13 


Re Cis irenss BOOKMI 6 tial a otis 22 alae wed vip a Sumls haa Paces we Gerdes Scudder 
Pe HESS OIB NY 1NULOWS oa Serie oe ica his bi LRA Ee he Sad es ok be ee: Richards 
Wiwas Luce Nieit DerOre: CHIISlIN AS ees ye We ong heres ettns heat ie Moore 
WN ALHME Mt Giant Tek Wee cn Pcie ee Os te Pad pees Maas eee Dir se WOOKE 
PRicutOny EOUlen a ela at eee tS Oa ee nla Sone moe ke Wiggin 
Fates ance Ole SUOt edn nieces ta elk oa ee x habe Bisa ie Scudder 
More none nieces LLOUIN tee oid « etang eh he uaee Puke ee Bailey 
pees oil? SCOLIES taht eee ay wd Gey he cl Pe he Ua eae eG Miller 
Boston. Coblecttouof Storiess., 0.0 jin c ee belek oF wee wets cs coed Ham met 
GIA SLOTLOS 2,730 Cais ina eite hak na cule. Owe nae tk a beers wen ANGeTSON 
Pree ith ce OEIC Twenga rc ein ns ae ca eaee Fee ae Poulsson 
PGI Va Rete re a nea he eae ee ee tr eee ass tata dlate oie pw eee eS Andrews 
Pewee Wonderand.( selections) (snk... Ves beeen te yh eae eee Carroll 
Le ALES Ste ails! Cardeiae ae cle mile Ieee see Obie es be Ral We eile ene ae Grimm 
PMLCL aCe PISA DALGSh ae a ho at Ad oo Die doe x okra ky hig Leehiwn doa Be ere tok ar tae Hofer 


The Story Hour (Magazine) 
PHONIC WORK 


During the third quarter some phonic work is introduced. 
This consists of : 
Consonant sounds—each new sound being taken from 
well-known written words. 
Simple word building: Phonograms that are words in 
themselves; e.g., an, at, it, in, all, and, eat, etc., and 
general phonograms: -ing, -ank, -ight, -ick, etc. 


SPELLING 


” 


The simplest and most commonly used words are mastered in 
connection with word study and penmanship. 

The children make small dictionaries for themselves. 

Original reports dictated by the children and written by the 
teacher are used for copy work. 

A little independent written work is required toward the close 
of the year. 


PENMANSHIP 


Blackboard Work. 

The blackboard is used almost exclusively. 

This keeps the work under the personal supervision of the 
teacher. 


14 COURSES OF STUDY 


It frees the child from the difficulties of a set position and the 
control of a small instrument. 

It emphasizes form and movement and encourages large free 
work. 


Copy. 

In the beginning a copy is set over each child’s portion of the 
board. This saves his eyes from the strain of accommodation to 
near and far work, which is greatest when the form is new. 


Movement. 

Broad chalk pictures, e.g., fences, balls, etc., to get curves, 
horizontal and vertical directions and free movements. 

Tracing in the air, following the teacher’s large copy. This 
gives free movement and some sense of form. Attention is not 
attracted to the control of the fingers, and the child uses the larger 
muscles over which he has already gained a mastery. 


Introduction of letters. 
Letters are selected from well-known words. 
The order of their introduction is guided by: 
Simplicity 
Those needed in reading. 

No set order which looks to the technical difficulties is fol- 
lowed, but rather the child’s need for expression is satisfied. 
However, while doing this, it is possible to select such words from 
the reading as will present the easiest letters first. 

Capital letters are introduced in connection with the children’s 
names. 


Paper and Pencil. 


Unruled paper and sketching pencils are used. Toward the 
close of the year ordinary ruled paper is introduced. 


SEC ON De G Re 
READING 


The formal work of teaching symbols and mastering the 
technicalities of reading in the First Grade is continued in the 


ENGLISH ee 


Second Grade. Books are used almost exclusively here and imagi- 
native stories, fables, fairy stories, legends, myths, and folk-lore are 
given in simple words to secure easy and natural expression. 

Script is used in developing new words and phrases. Sentences 
for drill in expression are selected from the story and written upon 
the board, affording each child an opportunity to give his own in- 
terpretation of the thought. When studying stories in which there 
are opportunities for action, the children dramatize them according 
to their own interpretation, thus making the thoughts and ideas 
live. They often illustrate on the board interesting points in the 
stories. If they give evidence of erroneous interpretation they are 
sent to the book to find out the truth for themselves. 


Readers. 
Der Ae CAL OT MEE g tcc sinks 2. 2 Geld wi diaye sie fn Pwrelei len pee First Book 
ied END YE ATS 2 ae BOBS rd sane eae Ne if: Re as 
et RUTTER oe ook gos ears Siw Ll 6 05 3'ok SNe We Asis mee eed ee we 
RAEACOC IGMLCPALUTE Wate ss be ccs ke ve wh ce ..... .First and Second Books 
ROCIO ETILORCEEM OS. foc cs ckea gia eset mebenes Faas hc iteg s 
Pe rPO HOLA Eng S27 sc cla leiy sly se hue lols «8's wie wep ovina, wa as First Book 


Eee Leen i) sate ics Ges, aon fie is peas wie a ew ae 4 aS 
PEP OTaa Ue VY Ei yesiy ass <> cles sia/aic a Yo-v mh 0 eS s boo lerm wie dinm we 4 Oy 
Oy er a ROLE GR as Stain win ss 2a '0 ay odo slere dink og as otaree Sevens _.Second Book 
Stepping Stones to Literature... ...... Macs aeons pote : fe 
First Year Nature Reader 

Hiawatha Primer 


cic Gre HEAGCR te Ce ys Cae he eaigihle He aadava Madea ca oie Mepis First Book 
Patnwhys ia Nature and. Literatures 4). \4.c6.'s ecu) ate oped on mole Second Book 
PRETET OACL OT oa Pattee Pa das Rea cs bo si hersbic snare seh coke ans First Book 
TIGA TOR CACET So O0e ie kein ae POC eee cde SAWN SORE oot ees es “ 


Wiltse’s Folk-Lore Stories and Proverbs 
Once-Upon-a-Time Stories 


The stories from the reading books of the Second Grade are 
selected with reference to the seasons, special days, vocabulary, 
length of narrative, and ethical thought involved. 


Reference Books. 


Special Method in Reading .............es eee e cence eee ee eee McMurry 
Method: of the Recitation... 5.56. sense cin end one ee eee Hones * 


16 COURSES OF STUDY 
LITERATURE AND LANGUAGE 


There is no subject in the school curriculum which does not 
give opportunity for a fluent and correct use of the English lan- 
guage. 

It is necessary for a teacher to keep the interest of the child 
aroused to a certain degree of enthusiasm, by bringing into the 
school room as much of his outside life as possible, and by the use 
of stories and pictures which appeal to child-nature. Then he is 
ready to express his ideas, and if encouraged to do so, and his 
thought is not interrupted, his spontaneity will result in a free and 
natural use of language. 

Although a fifteen minute period is given to special work in 
language, the general idea enters into all the subjects taught. The 
work is both oral and written. 

Stories are read or told and conversational lessons follow which 
result in increased power to interpret word-pictures and in a 
strengthening of the child’s ideals. In his oral reproduction of the 
stories he unconsciously gives a natural, spontaneous expression of 
ideas gained through the story. His imagination is strengthened 
when the teacher leaves the story for him to finish in his own way. 

‘After several reproductions of the same story have been given, 
the children decide which they have enjoyed most and are led to see 
that a good story must have a ‘‘good beginning’’ and a ‘‘good 
ending.’’ 

The children suggest the ideas for written stories which are 
then placed upon the board by the teacher. This brings in the use 
of capital letters, punctuation, and the apostrophe. Later the child 
writes the stories more independently. 

When a need arises for letter writing, such as the continued 
absence of a pupil, the form of the letter is placed upon the board 
and the children themselves fill in the body of the letter. 

Through a series of picture lessons the child sees that every 
picture has a story, and that everyone has a right to interpret it 
according to his own idea. Pictures are selected for this purpose 
from the works of the best artists, and those expressing activities 
which appeal to child nature. 


ENGLISH E7 


Through the personification of things in nature, and through 
myths, folk-lore, legends, and fables, constructive imagination 
is aroused. : 

Reading, history, and nature study furnish much material 
for the language work. 

Stories and poems are selected from the following : 


Piles law Book tor Primary Graces orn:ec ire. ase nie fos aabonien a ve George 
SriPout Season: CEIat Ogle bo hhc sar niciene ta aU ued ati t Os George 
fapaneseclalty/ (atest y mien a by Uk RS. Veni hiee Ue a Williston 
Pes OMS NINOLE MUTOH veg siti ayaa’ sc leo's FSS Seed a tee aR Se Pyle 
Mains ae OUemer ar, Riek ho ole Ca Woe ay oa see gis.oe Nocanie Bartlett 
Little Folks (Magazine) 

meer ETOUED Rie mit acetic s att MPCs UPL bruit 2 BON 5 Wiggin and Smith 
Kindergarten Stories and Morning Talks...............0....00005 Wiltse 
Stories for Kindergarten and Primary Schools................... Wiltse 
PIERO CSM EUG are 658) a gs ase put en cub see eee ase htas Poulsson 
Little Golden Hood and Other Fairy Stories........... Heller and Bates 
fei Oricntroms tie, Masters: oo... eg cas Oe we Menefee 

Connected with nature study : 
Mee AN RET Cee2 oes Laat 0 Soy. oul ol Daas 9, Soph) ¢ diane w eons d mae s Smith 
iret Pape tis: Priends <0. oo. ieee 2s adres pe hanes Brown 
Peele ONE PRIN JANIS) 0 Le ees oe oe creo bn dienes bes ..Chance 
PUOEN Ol Ue EGS, Clie ae sce ekes we 8 Bey aoe ier trey Mary tae Basket 
By Marroes CEU EOP GLANS 55 Tale 0 53 ala cfd ores ncest Rage e Sloe hehe. Wied elite Miller 
Pe OMmORraplyrarmsbuUtterihys fas esc att dd nga h bee to Dae as .Daulton 
RABE ALES Oia rcae near t= Sih he (09 i 2'S SIS oye 4 G5 tyne adel ONS pee ngs ee dora Morley 
Px Po uteey Cate OUM On Le LOL ED 8 DL Vira, siviec thee auc hu ayia ole Senta fe aes Strong 
Je feb Sree at Gog a TCS oe fey tun eer cena Ri AC i i Mea COR om AB EN RG Gl seMnl alt ctee are Cooke 
Connected with history and special days: 

King Arthur and His Court........ Hs iol Aion hate itneal ae SOLA, Care ate res Greene 
MCLICSUMEATOLOLY (StOTIOS is cid a cae as eat aceee Note Gn ny weer aes wate hs Pratt 
Bing Arthur and His Knights. 0002's. 251k ORIN LR a a Radford 
BROT DOV Se ire ey re nee we ino ven tutes > Ao rebels ales Gin ere tet eibheed Andrews 


Little Folks 


Story Ors DrahamalLincolmce oi vai es tank ec ete ee lees Baldwin 
Stories of American Life and Adventure. .................+..- Eggleston 
PILOEY OO fy biker OITA tare, vata eu ale tat Wiel Aslan mmoles een ee Guerber 
TABSIGCOIN yb rrtict ate aiein tn is b's ake os sles stunt olbalelo ais Meals (haa Wea ae Judd 
Wav MO at CCC ANG: OMG rs mes diw wed iced tice wcbinta aie ge Pt Guerber 
Round the Year in Myth and Song............... 00.0... ae Holbrook 
RAIPUR MCA TICE TILIEAIIGS ON sete iMG adinn ss 2s hg Pelee he ch eam ats ages, aug Ws Moore 
PILSLOT VOL LHe Unie Stated ini s ek duns coo neat canes, aay et Pierson 
Some Merry Adventures of Robin Hood... ... ESE ING ay DiRT a Pyle 
Eres Ola OlON Al CM OLei scsi, coho, hostels hie wid nie ss ea AN) wae wie Ok Pratt 


Wevenus dr the: Redr Coudren voce ces picinssnle «oa 8s welttn sighed ere nb Pratt 


18 COURSES OF STUDY 


In the primary grades the foundation for future reading is 
being laid, consequently much responsibility rests upon the teacher 
in the selection of materials, and this subject matter should be 
taken from the works of the best authors. 7 

In connection with a series of stories in Cyr’s Second Reader, 
depicting the life of Longfellow, the following poems by the same 
author are read to the children : 


My Lost Youth Children 
To the River Charles The Village Blacksmith 
Children’s Hour The Old Clock on the Stairs. 


Another series of stories in the same book depicting the life of 

Whittier is read, and the following poems are used : 
The Poet and the Children The Barefoot Boy 
In School Days Red Riding Hood. 

During the reading of the Hiawatha Primer, excerpts from the 
Song of Hiawatha are studied and committed to memory. Under 
the leadership of the teacher, Hiawatha’s Hunting is dramatized, 
the children suggesting the characters and their movements. 

A few facts connected with the life of Eugene Field are given, 
also the following poems from Love Songs of Childhood and the 
Kugene Field Book: . 


Wynken, Blynken and Nod Pitty-pat and Tippy-toe 
The Sugarplum Tree Seein’ Things 

The Little Red Drum The Duel 

The Rock-a-by-Lady Little Boy Blue 


The Ride to Bumpville. 
From Stevenson’s Child Garden of Verses the following 
poems are used : 


Bed in Summer A Good Boy 
Foreign Lands The Winds 
Singing My Bed in a Boat 
A Good Play The Swing 
Where Go the Boats My Treasures 
The Land of Nod My Shadows. 


In connection with nature study the following stories are 
selected from ‘Thompson-Seton’s Lives of the Hunted and Wild 
Animals I Have Known : 


Raggylug . Silver Spot 
Lobo Johnny Bear. 


ENGLISH 19 


Myths like the following are used in connection with nature 
study and history: 


Midas Phaeton * 
Arachne The Golden Fleece 

The Flocks of Apollo Search of Ceres 

The Poplar Tree Daphne 

Golden Rod and Aster Philemon and Baucis. 


Many memory gems are committed and the following Bible 
stories are told in connection with the Morning Talks : 
Jacob’s Dream 
Abraham and Isaac 
Childhood of Joseph, Moses, and Samuel 
Story of David 
Story of the Christ-Child. 


Biblical References : 


PG aD CRU AINE I ACORICS Yrs. «cep in stocse's (a chp ale tesaiale » hel cig dl ipnee cae ne Weedon 
er Be eM ya epee ec ey cie Sots ss isis hye owlal dhe Pade Rae nah eS Pollard 
EIS 2S eA, CE aoe tear eae REE fale A Bey eee Pollard 
ete I PE ean idm senPa n'y ies Otiwaiw De ewlbig vb dues Oden Proudfoot 
Reference Books for Teachers : 
Pounantionsvecsone in Fnglish £22015 2c. ences ce oes eaeeadae he Woodley 
Language Through Nature, Literature, and Art....Perdue and Griswold 
Piacveior the piervun Harly Hducation<..3 6s. cnd see Wine er ils Wiltse 


GRADE LIBRARY. 


ICHleaNN OINOIE AN Pro ots 28 Sk aha eu Ay hs oe hose ol eae Alcott 
RSUESE IGG) AILCR CE EES cola sha seg stare sPeisen sie ea EY oS Mel ace Macs aang erate Start Anderson 
BEET ATIC Mia hers ar Sard Vetis Sees owe Pete Pe eeu ee coe mene aE Bee Andrews 
SEM CMLL TLG ISLENS, anther ccs Saleh cate ie eae ne aa te ee biahe eed ae Audrews 
Stories Mother Nature Told Her Children.................... Andrews 
mrories: Ci BLY) POUPCETICNCS ©. iia asia cduas be idle sialon sande see Andrews 
PROC OVS s., clested eite esp alae Sy bss idugia Notas shale tines ieee ae Stee een Andrews 
BY LSID o50p Sing ye oe ately ee Oe ae Se WSR AY eat ue Oe er ge a a ae 

Story Of a oranain TARCOLGD S52 ied os ory s uiaetir ae clea hreran eee Baldwin 
Stary. of thé Birds. 2st. SR ORORE ae ULE ea Qe cP kee ie War ee eras Basket 
Piro iane bavy andelt Ss. P Trends oscat set ae eae ee pee E ee ees Brown 
Child-garden:of, Story,.Sotig-and ‘Play... 92.05 ovens d went 

Browmiessborough, the Union... Onan ake sats spMonieniadued ens “anon Cox 
Stories of American Life and Adventure..................... Eggleston 
Hugene=Pield book eres kan cae eyes Seats ae Sa calor ee ee Field 
StOrylor: SUE ROMANS. sinc sintoelh siete a Ni eae at Maly Gineen a alae Guerber 


’Round the Year in Myth and Song............. a eae She NG ahs Holbrook 


20 


COURSES OF STUDY 


Landseer. iG ci) Re Ub dessie Sete » abd aghe wake) be Abad Fann ee Hurll 
Classic Myths: Greek, Roman and Scandinavian., ............... Judd 
Kindergarten \Magazitie, oo. i. teen wie weer ape eid wear ee 
Matlam Howvand: Rady Why res os ic vineets ad a et ee Kingsley 
Water Babies. iui Ged ccsss abe anoles trv a ae ae ae ae eee Kingsley 
Conrplete Poetical, Works co, iis oho le oe ck ee eee ee Longfellow 
My Saturday Bird Clase...) ek. 241 amare are sk oe ley: tek eee ee Miller 
Pilsrims and Puritans is aes wow Chk tee er delat ee . Moore 
Seed Babiesy. «c7icee bow Lawade star stds (ete eabetek as ele ere eae ee Morley 
History of the US. in Words of One Syllable... 37. 2. 7. tte Pierson 
PnitheyObid 's "World oo. ea. nes fara seed eee Poulsson 
Lesends.of the Red ‘Childrett\.. .. 22.2040 2yo.c0 <a> se eee ee Pratt 
Stories of pColontal "Children. (i. Jay. seta se ae Pratt 
American “History Stories: ».., 2... 2e 02s. .c se oe ee oe ee Pratt 
Child’s (Cirist-tales oc yiciis ai ees yan p's ee ee Proudfoot 
Vive Little Peppers and How They Grew:.. <0 500; eee Sidney 
Hiskimo, Stories 0655.5 esas wece oon: 0, ie sees 7 eee Smith 
Child’s Garden of) Verses (3 ge fi 35 era) oe ee Stevenson 
Docas, the Indian, Boy i4c35 450.000.2541 2 6 ee eee Snedden 
All the YearsRound.... 2.45046 04 ic. eile Gee Strong 
Lives. of the Hunted... 5. 6335.5 42 <ues dla eee Thompson-Seton 
Wild Aninials I Have Known. - 2.055); cca ome gee Thompson-Seton 
Child’s Garden) of Song . ohn. 6.4% ote dese es he ee Tomlins 
Kindergarten Chimes. cc... cin wis thors inde bist eee Wiggin 
Story of Patsy. x. os dibs aise © vce Siaicioge sty atone ss snl ee ge Wiggin 
PUSLOCY LONE sa eee celts LES tate aera Gea Wiggin and Smith 
Kindergarten Stories and Morning Talks... 1... 1-02 acs.) Wiltse 
Stories for Kindergarten and Primary Schools.................... Wiltse 
SPELLING 


A careful selection of words is made and taught with reference 


to form, correct pronunciation, meaning, sounds and order of 
letters. 


Phonics are used (1) to show that the basis of our language 


consists of certain elementary sounds which are represented by 
certain symbols; (2) to assist in correct articulation and enuncia- 


tion. 


Spelling is carefully corrected in all written work. 
Practice is given in writing words on paper and blackboard. 
Frequent exercises are given for imaging, and for quick recog- 


nition of words and sentences, the child giving oral and written 
reproduction. 


ENGLISH at 


The words selected are divided into the following groups : 
Words in child’s vocabulary 
Common words which will be needed in written language 
Words having the same ending 
Davs of the week 
Months of the year 
Names of the seasons 
Names of special holidays. 


Reference Books: 


Miser ACV ANN OUTAGES ls een snl. nbs ate Wataiottnus Kk aet male’ oe Bae uetoe & Parlin 

DUCE EAISMCLL OME ILEL | As as aiatic sits ee ws Sake Sb! Gis noon ne eeisanpemies se 

ROPIRGOEG WNL UCNOE Ya ah cin tara a sue ns elie wi oe ele Pe eee Chancellor 

English Words as Spoken and Written..............¢.c0cccwcce’ Brown 
WRITING 


Berry’s Writing Book, Number 2, (modified slant) is used, 
and such exercises are given as are conducive to right movement 
and good position of body, arm and pencil. 

Fase, freedom and legibility are encouraged in all written 
work. 


THIRD GRADE 


READING 


In the preceding grades the mechanics of reading have, toa 
certain extent, been mastered. The child’s interest has been 
aroused. He is anxious to find out things for himself. Many of 
the stories which have been told or read to him in the preceding 
grades he finds ‘‘ written’’ in the books of this grade. He is hap- 
py to meet them again and to read them for himself and others. 
He also enjoys imitating and dramatizing different passages in his 
reading lesson. This adds variety to the work and keeps up the 
interest and enjoyment. 

Preparation for the Reading Lesson, 

The lesson is prepared under the direction of the teacher. 
The reading lesson is not ‘“‘studied’’ previous to the recitation. 
The selection is studied first for its thought. The child in imagi- 


22 COURSEKS OF STUDY 


nation takes the place of the author or of the character which the 
author presents. ‘To the extent that he /ee/s what the author feels, 
sympathizes with the characters of the story, or forms clear mental 
pictures of the conditions being described, will he give expression 
in his oral reading. 

The oral expression is perfected through questioning, leading 
the child to discover the whole thought, to see the whole picture, 
rather than by giving him rules, or by having it read for him that 
he may imitate. When opportunity affords, and the expression 
indicates a need for it, the pupils are encouraged to dramatize or act 
the parts which they are reading. This helps them to form clear 
mental pictures. 

In choosing material for the reading lesson selections are taken 
which are related to the child’s knowledge and experience, and his 
deepest interests. 

In lessons teaching a moral no ‘‘ sermon is preached.’’ If the 
child comprehends the thought he ‘‘sees the point.’’ If he does 
not ‘‘see the point’’ and appreciate the lesson taught, he needs to 
read a part or the whole of the selection again. 

Occasionally the lesson is not read aloud. It is studied silent- 
ly, one paragraph at a time, and the thought given in the child’s 
words. This is good language drill and trains the child in accurate 
and intelligent silent reading, a habit very essential in the study of 
all subjects. oe 
_ When a child comes upon an unfamiliar word in the study of 
his reading lesson it is developed in connection with the thought of 
' the sentence or by the use of phonics. Formal study is not given 
in connection with the reading but at another period where diacriti- 
cal marks, syllabification, and accent aretaught. Drill in enuncia- 
tion, articulation and pronunciation are given as words needing 
such attention come up in the lesson. 


ia 


Readers : 


Art Literature, Second and Third Readers. 
Child Life, Second and Third Readers. 
Cyr, Second and Third Readers. 

Graded Literature, Third Reader. 

Heart of Oak, Second Reader. 

Jones, Second and Third Readers. 


ENGLISH 25 


Morse, Second and Third Readers. 

New Education, Second and Third Readers. 

Scudder’s Fables and Folk Stories. 

Stepping Stones to Literature, Second and Third Readers, “ 
Baker-Carpenter, Second and Third Readers. 

New Century, Second Reader. 

Andrews’ Seven Little Sisters. 

Andrews’ Each and All. 

Murrays’ Wide-awake Second Reader. 


LITERATURE 


Although the reading and literature are very closely connected 
in this grade separate periods are set aside for the study of each. 
While many of the reading lessons are lessons in literature, yet 
there are times when the utilitarian value of the subject reading 
must be emphasized. In the literature the purpose is wholly cul- 
ture,—‘‘ development of character, enrichment of life and refine- 
ment of manners.”’ 

Not all the literature given in the outline for this grade is 
taught during the literature period, but in connection with the his- 
tory, geography, nature study and other subjects. Many selections 
are read purely for pleasure. 

The children delight in reading or having read to them again 
Mother Goose Rhymes, the poems of Longfellow, Whittier, Eu- 
gene Field, or Robert Louis Stevenson which they have studied in 
the preceding grades. An occasional Longfellow, Whittier, Field, 
or Stevenson poem is added to the list. As an illustration, in 
winter during a heavy snow storm parts of Whittier’s Snow Bound 
are read to the children and memorized by them. 

In all the work care is taken that the child’s love for literature 
is not only kept up, but increased. His desire is aroused to know 
more of each author. This he may do in school or by taking books 
home which he reads to himself or has read to him by his parents, 
thus interesting his parents and influencing the home reading, a 
very desirable feature of the work. (These books read at home 
are taken from the grade library.) 

The pupils are encouraged to express freely their ‘‘ pictures’’ 
or interpretations of different passages in the literature lesson. 
This is done in many different ways: cutting, drawing, painting, 
singing, (when the selection has been set to music) or dramatizing. 


24 


COURSES OF STUDY 


Twenty minutes daily are given to the study of literature in 


this grade. 


Anderson, Hans Christian : 


Pea Blossom} The Flax 

Daisy and the Lark The Ugly Duckling 

The Pine Tree: The Beetle 

The Nightingale The Emperor’s New Clothes 
The Happy Family What the Moon Saw. 


Five Peas in a Pod 


Bible Stories used in the morning talks: 


The Story of Noah 

The wanderings of the Israelites, including a review of those characters 
studied in the second grade 

The Story of Solomon 

The Story of Daniel 

Psalms are memorized. 


Cary, Alice: 


The Wise Little Fairy The Three Bugs 
A Short Sermon A Mother Fairie 
November Suppose 


Dan and Dimple—How they Quarreled 
An Order fora Picture (parts of) and others. 


Cary, Phoebe: 


__ Little Gottlieb Good Little Sister 
Suppose A Legend of the Northland 
They Didn’t Think The Hunchback 


The Envious Wren. 


Thaxter, Celia: 


Bird’s Christmas Spring 
Jack Frost The Blind Lamb. 
The Sandpiper 


. Appropriate selections are made from the following : 


Poems Every: Child Should Know?) 2) 5.) 0266.06. uve cites ae ee Burt 
Posy Rite so... aie aie, G ia win es Bahr Ute als pine eager rece Wiggin and Smith 
Plan: BOOK (0 icv of Heed om 4a akiiow you te pias Deets ilo toe ie ete nt ee George 
Robinson Crusoe (abridged)....... Of et A test as Gud On re a DeFoe 
PUSt. So Stories, (2s wicca heer ote lee oko en eee ges Kipling 
ive Little7Reppers. 22 25 oc vee eae on re cat ae Sidney 
Pancitul: Tales Pe 9 16s eae a cer taney La Maeed hiboraye Wc UDR a ae Stockton 
Letters bya Catusih. ai... Sloss ehh sai PE WSO CER a Ue ee H. H. 
Japanese Folk Stories and [Fairy Tales................... Nixon-Roulet 


Chinese Fables and Folk Stories... ............. Davis and Chow-Leung 


ENGLISH 25 


DECIR DY VON aes ce Fe eee nee ste oe ee Willis and Farmer 
muties Wolke (magazine... ec Pas thie e eens ica eed ce an 

pRound the Year in Myth and Song isso) ts) iota bd tenn ne Holbrook 
Stories of Great Americans for Little Americans....°........ Heegleston 


Connected with nature study : 


Me RIeN BHU F ASTUTE th. s2.-,:54 se ciel as sa Fee atte kat sss Ree ee Dutton 
SICRERI CG CLWELLCTS Scape Mac oo ok athe cach: anil ny. Shee eee Dopp 
PAUP ATSIE YE OE, WC TIZZL Ys eo usd s viare Wesie slaw eh ed) lee Thompson-Seton 
POW CER DICS eerste sek ca cnt aot New me Sn RGAE GAD EHS Ie rata ah Mies ei Alcott 
OE UE OLE AI Et tora. « Mua ed.) ween aul Pears cae Da es Hall me > .... Waterloo 
Connected with geography : 
BREEN PES Y! re hos eeia ee a tia Boke as he oe Sha ED Mad shes 8 Pa St Peary 
Big People and Little People of Other Lands............ ...... . . Shaw 
EVO TEUCIO,) PISEOKS Slay fant went Shir iol e's oh gas Oia eo waels pean ee Andrews 
Ramee TUES Lite amen Goo ek tae ie «hed « oS oe le EY a oot Andrews 


Reference Books: 


COLT Teg ore (hc Ut Te, Sk ADS i ing We eRe Oy are LD Pe we it aA AA Hofer 
emt keer LI UL COME COCIEL ty 20.070 foo bs ves PUA Roles bea ee ead Arnold 
PCIE ELSE EIATESE Sort Ih re Sin g'ce'a%e ele cor seins goths aisha diem Mee ta ne oe gee Chubb 
How to Teach Reading in the Public Schools.................... Clark 
COME OMe AACE ATS F587) ons dees seneweu ee dehows Hinsdale 
Teaching of English, (Carpenter, Baker and Scott)............... Scott 
Special Method in Primary, Reading. ......:).. 05.5 Jenks. ee. McMurry 
Blows to. .ele oromes: £0. Childreny 342. 40.8 cbse cee ih oie dae « Bryant 
PPONION Ola PORTA SUISIG G2 da a bec) res Wika wate ne eee alm eame ae Horne 
PAV CHR CMOCUL OITILETS Ac cod ta Vike d Cacao es do Bae wwe Seale gle Swet Vasari 
Howto. judee OfparPicture foviwg oo ie eee eds cas ee oe ee lee Van Dyke 
Picture, study in. Hiementary Schools......44.)..05. 0.5 eee eles . Wilson 
Children’s Library: 
CAPES Na Sr Ag ecenne Vuk cod MRTG LE Cet bae see pe ate cee he ae cat thee rtan AHsop 
PIOWELMEADIOR Me cctrele pls da hd dire y meinke Sealscae acaln's we ora tre Me tue Alcott 
OT SOY So ett tati eee a tralia a ee Lia abana ot Wer win tel elise Ae Miayiaa quay ovate aes . Alcott 
SEATS OUIILE Vins Heche cea easels nies Oh cee a OP eae Ea aie piapeer ty ge ha eae Alcott 
ES AREY OLOLICS onete ak kh e408 he LE NOt SS eteta 4 nik eg ve Fanmeanane Anderson 
PRG TOY SA 52 oe 30 S-F i Ne oe ep Rhatay Cctkie sexe Male ewe elae Vale a SP Andrews 
Stories: Mother Natniré Told). ov. aaa ae deed dec ees Andrews 
Bcunol Readers Books ELL 52656, sie sede iar’ ore aa aie gana cra ae vines ghee Appleton 
TREND REAUER SG) bon o-uih ond Ahad eh Wei aldiale Wetec ee Ae a atieoers Baldwin 
Old Greeks Stories ys i235 ps c's atatean «vile eee Puke tae sates tae Baldwin 
PUP Le LATO s na Wirge oe Os Oe coals Behe pis vy Sens ME ee eee ara a eee eM aE Bass 
BOGtTyIOL MIOWELIAUC «wiwaiian veh nee acy gale eras ils mietmmersar ah gras Bryant 


Birdeu pees, obarpe Wyeseu. race de cco. gad wets bok airialive eek Burroughs 


26 


COURSES OF STUDY 


Around the AVorld oii eee a cae oan Aer cls iw ere Carroll and Carroll 
Alice’s Adventures in Wonderland... 27>. ......0.4066.. oe. os oes .Carrol] 
POCMSN Pic ys ee ae aaa pints Weis pa eee Wemtee Cary, Alice and Phoebe 
Graded Readeres 25, 7 oii ayce sie oe eee a coe Calmerton and Wheeler 
Stories of, Industry, Book Li. sess Men ae eae Chase and Clow 
Stories of the United States; 55-7. .c6) ont Sone ee oe melee Davis 
Robinson VOrushe. saws. cke hes Neds SG Sar ee ee a DeFoe 
DOM DEY) BG: SOG a's east ta ss wl keen ede scns iin Beene eae eee Dickens 
TWOOSIEr. SCHOOL BOY s ois ies isa 90s aie be alee Warne Se ingens agente Eggleston 
Story of m:Ghort Lifes cis alk os ea cele ose ee en ae Ewing 
ptories OF the: Tnelish toe; yea ean) eas uae ere ene Guerber 
Second and Third Reader. s+ .5.5 5. cis eevee eee tee Harper 
Little Daffydowndilly and Other Stories...... .............. Hawthorne 
Friends in’ Feathers and: Fur). \\: 3: ..ssin sea ee Johonnot 
Book of Cats and Dopss ooh. 9. s. xau's seus Ba ae ee Johonnot 
Stories Of Heroic, Deeds s eva. yask sae eae ee Ns te es Johonnot 
Stories of Our Country. 0. 4.00... toss see Johonnot 
The Water ‘Babies (0.05. ..<'95' aise» oF cts on eee ne Kingsley 
Tales-from Shakespeare.’. 3° J 452.5 .%). dices ame ee eee a Lamb 
Stories for Childrem oo ¢ 05. <ce wcicie3 wjeis sy’ cls Bene bole ee eee Lane 
The. Peasant and the Prince’... '0<.4:.5.. ss sap eae Ae Martineau 
Two Little Confederates ...-........ snl bday hie is Olen a ae eae Page 
Supplementary Reader; Book 1... 3.05. dove dene eee Parker and Marvel 
History of United States soy. ok). eek nd ae pee eee Pierson 
American History Stories, Books I-IV.................. ‘fees Pratt 
ESundowin Songs..y. 5s sas eck ~'s te pea ere Onis oil aie eee Richards 
Besutiinl JOC ee cb MRR ed ea ee ee ee ese ey Saunders 
Plack “Beauty >. 5. spss esse Pewsey wace shew lessee yee nee Saunders 
Verseand Prose for Beginners:.c0.) . isc seme ve oa eee ae Scudder 
Rive Tittle Peppers iy. ac) devas pt beng Meee bes ee) eee Sidney 
Five Little Peppers Midway ./siecs-.tes es si ‘ik.s lS Sota 7 Seo Sidney 
Leaves and Flowers «20 e6 eo os ots, eae tata a nein Spear 
Child's Garden OFSV eres. tvs 20/0 vercan niece ite + awe eee Stevenson 
iird (Reatler.o VsGuless sc seu ea sole salve aie eine, See ee re Stickney 
Boolk-of Tales J iCw woe te ee ae Gag veic cee one ern Swinton and Cathcart 
Golden Book of Choice Reading... ........ ..... Swinton and Cathcart 
POCUHIS Ss ado la Kae tee Pain aap mre ele tere iy hoe kt an eee he Thaxter 
Normal Course in Reading, Books II, III.............. Todd and Powell 
ind’s Christmas Carol...) ns cas seus Fa bi Baatale cis wig pene is Re eae Wiggin 
LOFTY Ol OP AsV pig oa wae ds Voie Sie pote Ube oe iid Pala lcalenastes Bekok Wiggin 
Wimothy's Quest pice eca'e aie g oie bes tier an aie see en Wiggin 
Seaside and : Wayside, Books 1, UijT1l 2... oss te ak ene . Wright 


ENGLISH 13 


LANGUAGE 
Oral, 


The language work in this grade is largely oral and based upon 
the work of other subjects. : 

An especial effort is made to enable the child to express him- 
self in complete sentences. These sentences should be definite and 
concise rather than a combination of clauses and phrases connected 
by innumerable ‘‘ands.’’ The child should be able to speak with 
force anddecision. ‘This habit is cultivated by encouraging him to 
observe carefully and to arrange his conclusions logically before 
giving them oral expression. ‘Topical recitations and the Junior 
Naturalist Club materially assist to this part of the work. 

The ability to tell a story effectually is developed, so far as 
possible, through the oral reproduction of stories. 

An attempt is made to enlarge the child’s vocabulary and to 
refine his manner of expression by allowing him to give the thought 
of the paragraph or stanza, first of all, in his own words; he is 
then often encouraged to use the words of the author. 

New words are given especial attention. Frequent opportunity 
is afforded to use these new words until they become a part of the 
regular vocabulary. 

An effort is made to lead the child to discriminate in the use of 
words and expressions; such as, shadow and reflection, good and 
well, little and small, ‘‘I beg your pardon,’’ and ‘‘excuse me.’’ 

Picture study is continued in this grade. Pictures by Land- 
seer and Bonheur are used in connection with nature study. Va- 
rious madonnas are studied at Christmas time. 

- Attention is given to correct forms of speech. The child is 
required to use thecorrect form of such words as lie, lay; sit, set; — 
rise, raise ; is, are; was, were; do, does; can, may; will, shall; 
come, came; teach, learn; etc. When it can be done, without dis- 
couraging the child or causing him to lose interest in the thought 
which he is trying to express, his attention is called to the correct 
-use of the word, and he is requested to repeat the sentence. 

In all oral work spontaneity, freedom and naturalness of ex- 
pression are encouraged. 


Written. 
The written language consists of copying quotations which the 


28 COURSES OF STUDY 


child is to memorize, copying simple exercises from dictation for 
drill in the use of capitals, period, interrogation point, and excla- 
mation point, also writing invitations, and short, simple letters of 
friendship, short descriptions and narrations drawn from stories 
read or from the experience of the child himself. 


SPELLING 


An average of ten words a day is taught in this grade. These 
words are taken from other subjects, particularly reading, litera- 
ture, nature study and history, and from the names of objects in the 
child’s environment. One period of twenty minutes daily is de- 
~ voted to the spelling lesson. During this period, oral and written 
spelling, the pronunciation and the use of the words are given 
specialemphasis. All misspelled words in the written work of the 
grade are carefully corrected and added to the spelling list. 


PRENMANSHIP 


Pen and ink are used in this grade. 

Aims:—Correct position of body, correct holding of pen, cor- 
rect position of paper or book, neatness and accuracy. 

The work consists of writing from copy, and from dictation 
together with composition exercises. Berry’s Writing Book III is 
used as a basis. 

Ten minutes daily are given to penmanship, but all written 
work is carefully watched. 

Exercises for free arm movement are based upon drill of letter 
forms. N. Y. Teachers’ Monograph, March, 1905, is suggestive of 
material. 


FOsU RR Tats GRADE 


READING AND LITERATURE 


The formal work of reading is continued according to the 
methods suggested in the preceding grades, emphasizing the 
thought side and stimulating an interest in outside reading. One 
twenty-five minute period daily is given to this subject. 

In the fourth grade there should be an attempt to make the 
literature veal and a source of pleasure. As nothing so vividly 
impresses a scene upon a child as to allow him to dramatize the 


ENGLISH 29 


story according to his own interpretation of it, much of this work 
is done. ‘The literature should be a source of right ideals. The 
custom of attaching a moral to a story has gone past, but if the 
selection is a suitable one and properly presented, a personal appli- 
cation will be made by each child. Cary’s poem of ‘‘ Barbara 
Blue’’ is an excellent selection to teach unselfishness by little more 
than reading the poem in a forceful manner. 
The following selections are studied : 
PaU@leL POURS act cts ear ond Paes seme tts) a ehonon eu hie sat. ots Kipling 
rsicera aria Shin FEVER MOWIE ce oun eke ee aati sete at Bale te feces Thompson 
These books are read to the children to cultivate sympathy 
with animal life and an interest in nature. 
BOP Leer Get RAVel tay csr seh ss sues. cence aeuians aaa e Ae Ruskin 
Read by the teacher, with conversations on the element of 
adventure, the beauty of landscape, etc. 


AT eC teed EROS ows QE. Fihie Se tveioastia gig ey siails sv Glory a his 6 BB ATS Seuges Kingsley 

Read by the class for the imaginative and the ethical 
elements. 

META MEMEO TELEACEE G50 2.2 Acta de aieses sin, «mina Gr aig oc! s ble e ale ble afeit a Upp Carroll 


Read in part by the class and in part by the teacher for 
the element of humor, and for the resemblance of the 
story to the child’s imaginings, 


Stories related to history : 


Tomients of the Hounds Ladle. ii. ccecor esa ny eed geves ces hes tes eave Frost 
OMEE Oy ID ALLOUE ae ay Siieas povatelga enue ges cots fee’ Tennyson 
Mewers Ole NOTSEIANIG:. faci said pat ou kode ois! ee cae day male wee eee Pratt 
Ue VeOE ION ILIOK rot. cia bic 8 eek a hele WH Cele Y ye RNR a tel awl aaate Baldwin 
SHOOUIA (LULATIN ala a fiat ees Waste Ge of acer aivlgy lature wigs aise woke WEN .....Bounvet 


The above stories are read and told by the teacher. They are 
preceded by talks and pictures illustrating the life of the period as 
interpreted by various authors. The customs and ideals of the» 
period are presented and the character of the knights, with their 
virtues and faults, is portrayed. 


Stories related to nature : 


Autumn : 
Corn Song... 1... ccc eee eee e ee eee ee sees eee ne oe Whittier 
Myths of Clytie, Proserpina 


30 COURSES OF STUDY 


Winter : 
Snow- Omeew is patra ot eee aie es peso CE eter ea eee Anderson 
The Match vGQie ee sd oe ee a adic ap rani see eae Anderson 
Stories of the Christ Child............... Berita eeeeme Proudfoot 
Christmas in Other Lands. 
Germanys hess soe as ae ee oe ka eegale se ee ne Andrews 
PranCe ies ones aos ox wok bide Pe cae ae ake eee Noel 
Norway.and (Sweden, . <i.) .wcaineea sae ah hates eee 
Spring - 
The Brook iy Caer oh oka as canals ae nae on eee Tennyson 
Myth of Baucis and Philemion...... SS pablo emus SoNee 


Many of the above stories and poems are reviewed for pleasure 
and to emphasize certain phases of nature. 


Readers : 
Anderson, Stories. 
Arnold and Gilbert, Stepping Stones to Literature, Book IV. 
Baldwin, Third Reader. 
Baldwin, Fifty Famous Stories Retold. 
Baldwin, Old Greek Stories. 
Carroll and Carroll, Around the World. 
Dopp, The Early Cave Men. 
Jones, Third Reader. 
Judson and Bender, Graded Literature Readers, Book IV. 
‘Long, Ways of Wood Folks. 
Norton (edited), Heart of Oak Books, Book III. 
Holbrook and Hall, The Hawthorne Readers, Books III and IV. 


Biblical Literature: 
Story of Ruth 
David and Jonathan 
Story of Balaam. 
Biblical References : 
Stories Tromethe Bible «33.4 bah, Oehige eae Baten eae ee Foster 
EDIE: OtOTIOS nahdar ind baaelcee ns ye SIGN iced ae is ie cen eae Sheldon 
Birthdays of Longfellow, Lowell and Whittier are celebrated 
by readings from the authors together with short, interesting 
sketches of their lives. Children will be more interested in hearing 
several selections read before any facts concerning the author’s 
life are given. 


The following is a suggestive treatment of the author, Long- 
fellow, as a type study: 


~ 


ENGLISH 31 


Select as many poems to read as time will permit : 
Mr. Finney Hada Turnip (First poem) 
The Village Blacksmith 
The Wreck of the Hesperus 
The Old Clock on the Stairs. _ 

These are to be reviewed for familiarity with the author and 
read with little explanation. 

Paul Revere’s Ride may be studied a little more carefully be- 
cause of intense interest to children of this age. 

Introduction — Explain that this is a war story which was 
told Longfellow when he was a little boy. Paul Revere was a 
silversmith who lived in Boston. Old North Church is still stand- 
ing. Not long ago (1894) the people of Massachusetts tried to act 
out this ride on April 19. 

Read the poem and explain at the end of a thought-whole. 

Read the whole story for the beauty of the selection and with- 
out interruption of the thought as given. 

Commit such parts as the children like best. 

(Do not attempt reproduction of the poem except in paper- 
cutting, drawing or dramatization. A poem is often worn thread- 
bare by elaborate reproduction and the real beauty is lost). 

Outline of study of author’s life: 

Early home—Portland, Maine 
House—large, comfortable, near the sea 
Compare with birthplace of Lincoln 
Commit first stanza, ‘‘ My Lost Youth’’ 
Early years of school 
Cambridge 
House—description and picture—Washington’s head- 
quarters—the Study. 
Charles River 
Vacant lot opposite house, leaving a good view of 
river 
Read ‘‘ To the Charles River’’ 
Three friends named Charles 
Children 
Names—Charles, Ernest, Alice, Edith, Allegra 
Review ‘‘ The Children’s Hour’’ 


~ 


je 


COURSES’ OF STUDY 


Read parts of the poem, ‘‘Children’’ 
Taught in Harvard College 
Wrote poems 


Later life 
Birthday chair—description 
Read ‘‘ From My Arm Chair’’ 


Character as suggested by his picture, life and poetry 

Popularity 

On a steamer coming to America the passengers were 
asked to give quotations from their favorite author. 
People froin six different countries gave quotations from 
Longfellow 

Bust in Westminster Abbey 


Memorize selections from following poems : 


O Little: Town of Bethlehem 22.0.0... fo. wie ee oe Brooks 

‘The. Mountain and the Squirrel, « 5. .1. 2) .ac.ch gat 2 eee Emerson 

AL Gal ges) ee GPEC ON aca PEGA eats i ns + dat Be ae Gould 

BEDLEMIDEL = tc ies yer sino inp hbce BFK 8 & ial fo! bn se Jackson 

The Bluebird to cas cc ears v3 Sale cis © coon) ate ee Miller 

The Wonderiul Worlds 72.00.05. ssh abl dc se oe ea eee Rauds 
Grade Library: 

" Aunt Joe’s SGrap Bags ewe See an ae se bcc eo ee eee Alcott 
AfHole in the Walk. x. co Pe peta ait eres g le ees anaieee Alcott 
Little Womens yiii 22 hG4 ek Le a ee Alcott 
Shawl-Straps:../ i040 Ah en toes BET tae: Da eee Alcott 
Fairy Valesihc ic sk Saw feo ae ae be we Cin aihkarea eee Renee eee Anderson 
Only a Fiddlers woes octane cess oh Le dw eke ee ate 
Sach An Als sca wp ase ade cet gale eee ae eta ney on itis ae Andrews 
Seven Little Sisters. i006) SG eG awe eee eee Andrews 
Stories Mother Nature Told 25 000 Gah0 50 pam es ee ate See Andrews 
Len BOYS bs. wits coke afarld! o) ANCE site a! doeaete ag tae aia Rie ere eee Andrews 
First stories of sPlant Life {019 0A). een srr ee ane eee Athenson 
Child life in Japant 5, er ps on da re eee, Bere ones Cee eee Ayrton 
Raifty ‘Famous Stories Retold. wocs2) 2 diane cova eae ee eee Baldwin 
Story of Benjamin Franklin............. Reg Me aie es a Baldwin 
Story of Daniel Websters. 2) Peeve Silos aa oe ieee eee Baldwin 
story vol (Siegfried Joie NGA fe coe ae ete ee ae eee Baldwin 
Humor ‘in Animals: 50/00 tageacis ccots  aeae tel rome ee eee Beard 
Bird Neighbors <i gey osc does ae rides ema een ane arcs ne Blanchan 
A Happy 2Boy.s os:é sg oo as ws engs aa ahi ie ee en ke Bnjornson 


Sweet MWailliain see ie ee Ae ee ee ee eee Bouvet 


ENGLISH 33 


Century, Nook fom AMeriCANS 24.7. eye ca” ao nitieae ae cededen Mee R at Brooks 
MIDALGMILONIS aceaey remas t fernceas at ae sel ovate eaten es Homer es Brown 
Sara Crewe and Little Saint Elizabeth................ Pe SL Burnett 
Alice’s Adventures in Wonderland... 0... 2.0.0... 0068 eee veo os Carroll 
PPO iil CHE VCORE on cate i els oak eels ea ey wea eek Carroll, S. and E. 
Bioriessor-ludustry, 2, b00KkS,: 10050. Sia edd waves sce oh aoe Clow and Chase 
PoieayeOick arrcucltsy PEOples 52524 4 s46 wa clek vin cieines 179 pialsouiln eke Soares Coe 
Bree CLM Ol perk sare celta tania» oe timnua wieiarchs wae d Rois Om Sees atin ee Coffin 
How to Know the Wild Flowers.............. Piri A Do Loa he Dana 
RN iste LCOS Ct oy Geeta t resis Ok Lehi oily etrexes nReA AIP Ca es Defoe 
PUtaDReoLOries 107 CHINAS yaaa ayo vs % ac, blue bee am, wimetae swe De La Ramee 
PIO Of LU LATICOTS 01," «ose 0 ss sevc apee sees Ess sierat riage) elated ip diets De La Ramee 
Child Pictures. . 0..45% E AEIAG AUK eC eel ie ooeoin' sy Wt RICE thmae orto Dickens 
SOR gt Cy vere Serre be Ae SMP as og oom sigh e NST epee ere atte ates Dodge 
eB FOR VOL a OM ROCY cy eft ss <7 0% «500 pels matic alow alse 66 a's he be ciate Dole 
PRtEEIAALETIC A VOR METIOS Pec cie VN cet geo vin Wie ie'a Tah on wus dranterntale h seinem Dopp 
Aieticaiil io Ane ROVEMCUIG oc dec sens ac detles ot dae ame aceee Eggleston 
Tecumseh and the Shawnee Prophet.............. Eggleston and Seelye 
Pete INOPENVANGUNOC.< «sss ois ec cis cele wens Edgeworth, Taylor, Barbauld 
RAMS MERE IERIE SG o's oa ese ce ec dca sack weal eanaein bane Eliot 
DOO OF Prem amrel Lalas pip os tei op leche cada ene e's ¢ ns argh) fe Fields 
EE OP ONCE L271) SUB) 0 ea Maer cegears Field 
Re ey OMe I ATIEROS og Bo. fares as Bs 8 tse e Uds bee sew mle Sine oe Sewell 
St AR eM eg Pah sec ae. os 8 6 otk sess ae wna tenes Outen French 
Pie ME EMCO 1c) cdcic cc's eves sc adacveeeas dates vein ved Guerber 
Peres AVES etn ONT esr ip llsl ih v'aie's aaing os ws pie ds nmls Saeiwb le ote ols Guerber 
TGC RLOME TOE COME calc sik g cea ce wre Son gals as time ote oes nue wae ee Oe Hale 
PeCeriGmeOr se ISCOVOR Vision dec eticsasese tee deh ba un sh eda 2 ese daes Hale 
DMI COLOR ee ae rey tr as aes we edn ecg so, oe nie se'e & ore) ole na a Wee ewes Hall 
MeNOINTES EERO LIVI CLE le Ste cae aa Se as yuh g Wve wish alp(n be viaeih sca. si ome die bia ya ah aas Hart 
Mielow ood | Taleses rusts ds eds sh auieeaete sees ueuk ies . Hawthorne 
Neighbors with Wings and’ Fins.) 0.0... 55 isa vice ed eee eee wan Johonnot 
MERCADO M SI shy nipte neice ts Cd dele ad aml Goa ncmiee Qeaeee isla se es ‘ Johonnot 
Staves Orr OUY Countrys ila a viaciey clea) spaces hye Shad aiiad le'mele aod Johonnot 
TG TTC GREETS AG a) IS SSRIS OA Se Johonn ot 
Tales of Birds and Beasts... ..........0..000: ae ee sie Nee ees Jordan 
PICLORUPOL AREAL CAM tein tae ohh oc stA e aiskacs 26 Ce ES y ld a ote SASS Aye Keary 
eaves trom ature’ s otory Books. oes eae c. oss aeaees bandas es Kelly 
PUDMe NEAL IA SLCOLMEN CUDDOALG tse 'ede ewe din nial se alvcge d's ARs eke we Kerby 
WALCT DADC atic ree Ss tee es as Se SER OE Nee EE re SE eee Kingsley 
Pen HOV S soe set ine cae ake Gay nid ovals amet he ti deters taniatcs seitasle Andrews 
aE Wie Cif elite CHIT ohana mates telson h wihd said PEWS S wk sid reid oe ob Krout 
Little Lame Prince..... PR peea as essay fe ica, Say apo On ate o che Wnkode bid Mullock 
Heart ofe aly Books is eag saddens + conte oe et tars Gee ve Santee diely Siler Norton 


34 COURSES OF STUDY 


American History Stories.c 55. a yuive wet teed tea oN alge Ae ne ake Pratt 
Legends of "Red-Chrildren iy sila nsec eeiee a ests ote beige Pratt 
Stories of Tridian, o's. 5a Co crates nine eknlace 39 oa cle One p otaetavans eae an Pratt 
Stories of “Australasiac 00s i-0% was vedic bias ba oe anes iat ee Pratt 
Heroes. of Myth ie ioca, oun eae a Prince Lillian and Charles Gilbert 
Story of King Arthur and) His: Knights 0) ee aaa nat meee sa’ okeV Le 
King'of the Golden Riveraf). \.c. 2 ree come te pies ae en eee Ruskin 
Children-of the Cold ce Soe e eines peak eo cect an eee cee Schwatka 
Discoverers and Explorers.............. ve Oe et SEL ee tee Shaw 
Satidren Of :the “A alleyir fcc yo atin ee Ro me nla eis ete ie Spofford 
The American Indian 245.3 veut s: RINT OR Ee Mee .. Starr 
Phelps and His Leathers so. ts oscnne ns coke. <a abso Sis hegater irik ews Cg Stephens 
Boys of Other Countries: 732s outa e pate tae ee ae ee Taylor 
Wild Animals I Have Known...... ....... e000. .....Thompson-Seton 
Lives ofthe Hanted. cote suse york oo eee eee Oe Thom pson-Seton 
Stories frdm American History 20)... 0a. <2 ons cece mane eee ee Turpin 
Story Of AD. ca Vales pie valais ole wea gies nel ae ee Stale ere ae ee Waterloo 
Snowboundi.s oso se asa as eno iyise asco «meer Raa ee Whittier 
Travel and Adventure in Alaska.........:.0cceeeeeveeseees . Whymper 
The Birds’ Christmas Carol oo... 03540 4 eee pets Wiggins 
©he Story of “Patsy ois... sven pe Loe ee ora eat Wiggins 
Children’s Stories in American History. ......:2sc5es8 sheen eee Wright 
Sea-side and ‘Way-side, Book IV: ./. 00... 42k ee ee Wright 
Little -Lucy’s‘Wonderful Globe... iec ny. oa tes ee een ey eee Young 


Oral Expression. 

The use of good language is emphasized in every sirhieee of 
the curriculum and grammatical errors are corrected without giving 
the reason for the change of form. Stress is laid upon clear think- 
ing, vivid pictures, and concise, clear statements. 

Opportunity should be given for children to express themselves 
in a free and spontaneous manner and the best material for that 
purpose groups itself under these three heads: 

Oral reproduction of any material used for literature. Selec- 
tions from the following stories are used in reproductions : 


Fifty Famous “Stories Retold 3) ci :i24. 0% se Ge 2= be oben eee Baldwin 
Siegfried..... Jails « Boewaita Gpa\uas ice bs, abech Boat ela hs cue kame aan Baldwin 
Jungie Books Tand:18" sa. 7 024 Gus wn cea tele Seine aap ee Kipling 
NOS StOLiGs 0. 2 ic vee stn ees eld eevee aa te Bence eee ee Mabie 
Legends bf Norseland £ £2 040 S40 eg ere ae: Oe Lae ce ee Pratt 
Story of King Arthur and His Knights a OAL AA ERE MALE Sey. Pyle 
King of the Golden River............ ep hekdl D4 ain Nae ep oe eee Ruskin 
Children’s (Book. 555s 8 dpb Vp. 24s -48 CRE aH nee eae ee Scudder 
Wild Animals I Have Known...... Le RS Whee PR Se ee Thompson-Seton 


Lives -of the Hunted! 0777.52... u eae ue ier eee Thompson-Seton 


ENGLISH $5 


Home or outside experiences 

Debates which are very simple but the outgrowth of a 
-moral question in reading or some current event, treated 
in a very simple way. 


Written Work : 


The written work of the primary grades is continued and the 
paragraph is introduced. Attention is called to the paragraphs in 
readers and especially to the form,—margin and indentation. Ap- 
plication of the observations will be made by writing a single para- 
graph on: 

Description of work done in nature study, history, etc. 

Description of some character in a story which has been 
read 

Imaginary sketches 

Letter writing. Continue the friendship letter, as a busi- 
ness form is not practical for children of this age. 


Technical Language : 
Drill on capitals 
How to write dates 
First word of a direct quotation 
Abbreviations 
Possessive singular and plural 
Forms of verbs as did, done; saw, seen 
Quotation marks 
Common contractions 
Homonyms 
Letter forms 


Punctuation : 


The comma as used 
To separate words in a series 
To separate a direct quotation from the rest of the sen- 
tence 
After the words ‘‘yes’’ and ‘‘no’’ if followed by a sentence 
To separate the name of the person spoken to from the 
rest of the sentence. 


36 COURSES OF STUDY 


SPELLING 

Spelling is studied in connection with all the other subjects of 
the grade. In addition to this general work twenty-five minutes 
daily are spent in learning lists of words selected from those found 
misspelled in written exercises and from those words with which 
the child is familiar and which he uses in his daily work. 

As a test for meaning and spelling the words are either spelled 
orally, written in lists, dictated in sentences and in paragraphs, or 
dramatized. 

The children copy the words in blank books and in this way 
each one makes a spelling book consisting of words which he needs 
and uses and from which the work may be reviewed. 


PENMANSHIP 
The principal aim in writing is to gain freedom and legibility. 
Drill in the correct form of letters and the use of capitals comes 
daily in the written work required in the various lessons. Besides 
this, fifteen minutes daily are given to exercises in arm movements 
and in the correct formation of letters. For variation, exercises in 
dictation-and in copying memory gems are given. 


Particular attention is paid tothe correct position in sitting and 
in halding the pen. 


Fab DH eG Riad 


READING AND LITERATURE 

The aims in the teaching of literature in the fifth grade are 
nearly identical with those of the fourth grade. One phase, how- 
ever, begins to receive special emphasis. ‘The literature should not 
only de vivid to the children, but they should see more clearly what 
makes it sovivid. That is, they should have a dawning apprecia- 
tion of what makes good literature. In this connection oxomatopoe- 
za is taught. 

In connection with the technical part of reading, the children 
are taught the significance of diacritical marks and how to use 
the dictionary. This makes their work in word study more inde- 
pendent. | 

The stories selected are much longer than those of previous 
grades. 


ENGLISH 


37 


Many of the stories are dramatized and illustrated, and in some 
cases the objects described are made by the children. In these and 


similar ways thought, and hence expression, is obtained. 


Once a week the children give a ‘‘ program,’’ which consists in 
reports of home readings, the dramatization of stories, and the 
reading of some selections of literature. This adds interest and 


leads to better expression. — 


Readers : 


Arnold and Gilbert, Stepping Stones to Literature, Book IV. 
Jones’ Fourth Reader. 

Cyr’s Fourth Reader. 

Dopp’s Later Cave Men. 

Long’s Wilderness Ways. 

Hawthorne’s Wonder Book. 

Hawthorne’s Tanglewood Tales. 

Guerber’s Story of the Greeks. 

Pratt’s America’s Story for America’s Children. 
Baldwin’s Fourth Reader. 

Hale’s Tales from Munchausen. 

Eggleston’s First Book in American History. 

Judson and Bender, Graded Literature Readers, Book V. 


Poems Memorized : 


Merete OSE SUTIOTOU |. 040. sores HY ad Fa aye ele cum « Ate Ldaaees Lowell 
Peis eeeU UW LEU EOLISi ty ocrile aia) tc ies adic Qs iaaiey ea Sa vine Ueecee Fe Tennyson 
BOUl MON EIVDS PASSES. fob. vas ase tres gdje dee 6 ose ME Soi Seg Sac aes Browning 
Stories Read to Children : 
EIR LERISOO Ree cosh peice otteitiee a ee BEI ee tes ie sree ee Wee Kipling 
PRCOMME UNSIG BOOKS Ts cava ao dg /lise be aah ceo ew ae ree Helene Kipling 
Ie es WAL Linley POTS. 55. 40. sachs ise ops is ative oe ba doaieiwe PR meats te oe Harris 
PAPC UIA AIR TIT CE a hoes bela shoei a shat islam pet abolg ees CRIN As cove Rae ws Mulock 
Pires VC UvIBtNAS CATO] nerds sea. anak ee ns eee Wiggins 
PLOGRIET ICHOOE DOV clon rccks tots talein ale wtactty visianl hatvteh clo ain oe oie Eggleston 
Widow ©? Callaghani’s Boys) i (hin c <A ca ale wsny sted e os le wanG ns Zoolinger 
Bittle: Lordy Man pHecoy csc ote tiediakh Bs saute ake r set cea oe MMe Burnett 
Children’s Library : 
ADog of landers ic. ose ees oro. Sore erate ACT ck Reece Rame 
Alice in Wonderland .........:2.5.. EN yeu eee Ay ke Foley oh ty Carroll 
PYG CTIGAILW LILOPS 2 VOLeks os ten luinas oe eueestiots nah eee aratore aa Wn as Keysor 
Appleton’s School Reader, Book III......... Harris, Rickoff and Bailey 
A SOUG TORS lee cies ft Sama ctgnls ohele tle icles Hopiatleray ge aie etmin ea ries Morley 


Antobioprapiy Of Franklin ws heen cm ae oe ae ee Si aed sic Franklin 


38 


COURSES OF STUDY 


Autobiography! ola: Butleriiyss iss Sis Wivecs eas eae eres oe eae ee Daulton 
Beasts. of ‘the: Mield ec. chio SSSR ASS, oles wee cl ces als Gee eee Long 
Bitd * Wayses £920. Ue S'S bis tami ie wie beige be ole a tcote Suna ake oa ee Miller 
Captains .Gourageotis,... UV. chia. sc ches bce e giv ee Ohne eer Kipling 
Captain. January, (585 cee li woe te Coc RE ue e eel eae ee aE Richards 
Courtship"of -Miles” Standish 2). .0e cs. c4e swe e sees cee mae Longfellow 
CUGTEDR. 2p cS eh ek atalcn’a Soy PR eeate Steet ah lsce on ecg ee Rec a DeAmicis 
Darius; The: Great sess Nee ak ah ee ol hae REO ee Tee _,.. Abbott 
Donald and Dorotivy 55s pfee i a eee eee ee Dodge 
Powls-of Vthe Airc iii ce kit sive han ods oie oro fie bee eee Roberts 
Green Mountain (Boys es ose. en ewe ees Thompson 
Hawthorne -Wifth’ Reader. oa... 5. kanes tee ee ee Hale and Sterling 
IMawthorne Fourth Headét. 32.5508 ots snes Coe ae gee Hale and Sterling 
Historical Readers. 255.150.5608 cha pee Se RRR tke eee Burton 
History of King Philip 75 6.25. Pesicad oc oho eek a een ae ee Abbott 
History of. Alexander the Great; .......s.ss. Vana sae Cee Abbott 
History of Margaret of Anjou .................. olaiccle ogihse Rania Abbott 
History “of Xerxes.) 0002 ..5.¢6345 25440742 20s eee Cre ee Abbott 
Homer’s Iliad. .viskis). JASG sie pale UN eee Pope 
Hospital Sketches.) 4: 0.5.05 «+05 srs oh oe see ee LL eee ee Alcott 
King Richard, Che. First. oi oc. 0) ohne sip sah bebe ee Abbott 
King’ Richard, The: Second ?.. 004.650) owe peo eee Cee Abbott 
Khockabout’ Club in the) Everglades. 0...) .. os caus se eee enone Ober 
Little Flower Folks.) .Gs0.0s WG os Gul sev eee ne ae a ae Pratt 
PL QMOPER AB, VIXEN Diien ohn tisclswwe dat aah abe PRC Vee Thompson-Seton 
Nature and. Life,Fourth Reader». ..,.0.).<2.-5 maa eee Sterling 
Noble Deeds of Our Fathers. i eee a aes wee ua eee Watson 
Nights with Uncle Remus.i, 620550 foas ks bai saee dae tee ee ee Harris 
Northern’: California (35 03.25 ssa ou eas Tae. Maree 6 Oe Nordhoff 
Old Greek: Stories: .45cc ws <5 au aie se bebe eae voce eee Baldwin 
Onur Arctic Provinces» soos! kegs nieve ae ae alt ne eine i ee ee Elliott 
Our Uncle, ‘The Mayor... css6 s+ 56 ene 1% eee ee ReGe eae eae Otis 
Paul Domb@ys ons germs og Soon ole hs aisle aR etine bac eee Dickens 
Philip Nolan’s Friends........ us hak il eee ie eee Bk ene Hale 
MADNACH hans evans spat keke 5 dead Sates aderalaeiate schist etten Shee Estelle 
Rhymes ‘of Childhood 6 ei. oe dele ha cL ee ie ee Riley 
Short Stories from English History............. Lh es Sew eee Blaisdell 
stories of (New: Jersey o..05.. oulaielh isle tek be See wees eee ee Stockton 
Stories of *the: Old Dominion. i. 5 css ce oan oat ee Cooke 
Stoties for-Childrenyn o2k areal amines ote ear ee ee ee Leia Edgeworth 
NOW (Bound gs ip ite oe wie ile el tena ne ree arte a ae ee Whittier 
The American Boy's Handy, Book. csi. eke spots pee pe ee Beard 
MheiComedy ‘of drrers: 3. cla a Meme can chen ale ten eee Shakespeare 
The Discovery of the Old’ Northwest... ; S220. Gan ee eee Baldwin 


ane Jungle Book, (Vols. .T.And TIi5¢ ices Are. a enn ee eee Kipling 


ENGLISH 39 


PE TYGUIGIDLOUEC OCMORG? WLC wcporras aM sie a ciitdl wfc dure Paras nla slspontigs dee foneseor nae Roberts 
Die storwor ine suglish torres Ae orl ee ik ee en ee Rete Guerber 
renstory Of Caesweys ee Si eras a NT) se Gd hae os ee sles ad hey & .....Clark 
ahe store of Americal, History: +. : co. sisi d. <b bee Se pid woe hes Abbott 
Pin e-a-line Tales a) or nie l a yea 8 4 © Pate eee ge tive hd Gaeta Stockton 
PT MLOCliye eI UES EC tte ts e's tiehe Ao oar wing Si vlngtue an hitare inlay! Cah tela By page Wiggins 
Uncle Remus, His Songs and His Sayings....................... Harris 
ETOP E TUE Pe ait < LOTHAR A tis oe ia alae toot een hoe ee ale tue Field 
MALETEDOMICS a, MALAY Acie cy dn toles Weer dw atte es Wty ah euae us Kingsley 
PU ERCUIN DS ORLISUNV AUS otras fac fake Pats 6 f5. eh, ceckts smn) Seni BERS a Bb ons Coffin 
WeIOwi Cr CALAGNATOS 50¥St. cui Sb sleds ns <oh ngied ns od) ving otal § ds Zollinger 
LANGUAGE 


In both oraland written work, stress is laid upon correctness, 
continuity, and clearness of expression. The child gains these 
principally through imitation. 

Oral Language. 

Individual mistakes are corrected as soon as the child makes 
them. Class drills are given tocorrect common mistakes. In this 
way correct verb forms are taught and the habit of using loose con- 
nectives and wumnnecessary words, as ‘‘John, he,’’ ‘‘take and go,’’ 
etc., is rectified. 

To help the child form habits of clearness and continuity of 
expression, outlines, series of questions, and lists of suggestive 
words are placed on the board to assist in the reproduction of 
stories. The following stories and topics constitute material for 
this work : 


Mattie Nelb aro stays cos cee te whens soko tiles Gi ak cae RU GRR aaa Dickens 
PCMH ATIC ETOCHORS: Seb Bo Socks sash obs/ Sta eid ao Sk Sa oles See SE Gale 
POVEDLDTES DL UL VSSES. sas tre fae's a1 vou Ra GM alk eins evanintut ye eae Lamb 
Story Geil sheOl, CUIIStl icon acta eae ae ey eget eae ns Oe? Bible 


History stories 

Topics in geography 
Nature study reports 
Reports of home reading 
Stories told from pictures. 


Written : 

There is more written work in this grade than in previous 
grades. Stories are reproduced, paragraphs are written on specified 
topics, and dictation lessons are given. Plays, based on stories told, 
are often written. Hach child writes the scene, then, as many as 


40 COURSES OF STUDY 


_ possible are read, and the best one or parts of the best ones are 
selected by the children to constitute that scene in the play. Even 
the pupil who least likes to write becomes interested in work of this 
sort because abundant opportunity is given for self-activity. The 
play is then dramatized, the children choosing the participants and 
making whatever costumes are necessary. 

Much of. the written work is corrected by the child under the 
direct supervision of the teacher. In this way mere copying of 
work is avoided. ! 

The more formal work of the previous grades is reviewed and 
is supplemented by the following: 

Variety of expression 
Possessives 
Direct and indirect quotations 
Punctuation 
Commas after ‘‘yes’’ and ‘‘no’’ in an answer, and in 
a series 
Letter writing. 


Reference books for teachers : 


Language Helps for ‘Teachers. 105). 003. 0.0. ees a ee ee Arnold 

Practical Lessons in,Use of English ;4 .:. $s0. 222. Gees see ee Hyde 

“Foundation Lessons in Fnglish i. ..5.s.00. enn) eee see eeweene Woodley 

Language Lessons............ 2 de eck dln Gash acatek's Bike Bhaee Gordy and Mead 

Gulde Books to Hnglisno.. il ls isas eae san ees eee eee Harris and Gilbert 
SPELLING 


About forty new words are given each week. These are copied 
by the children into blank books. The words are thus preserved 
for drills and reviews. One review lesson is given every week. 
The words are selected from those commonly misspelled by the child- 
ren, and are frequently used in sentences or dramatized, and are 
often marked diacritically. 

In all written work the correct spelling is emphasized. 


PENMANSHIP 


Not uniformity but legibility is the aim. One or two special 
lessons are given each week for drill purposes. Only well written 
papers are accepted in any subject. 


ENGLISH 4| 
Si X-IFHE. GRA DIE 


READING AND LITERATURE 


The sixth grade work in literature is an outgrowth of the work 
done in previous grades with much the same general ideals and pur- 
poses, accomplished by similar methods. The work varies how- 
ever in the following respects : 


Content receives more stress than form, as the children have 
mastered many of the technicalities of reading in the lower 
grades 

Selections are longer and more complete 

The simple study of a masterpiece is begun as a primitive 
standard by which the child may judge literary values. 


The form work consists in: 


The self-mastery of new words, through the intelligent 
and veady use of the dictionary 

Drill in phrasing or grouping words into complete pictures 
As the sentences become more complex and involved 
in the more advanced reading, this grouping is a very 
essential matter, and is usually the great technical 
weakness in most grammar grade reading 

Interpretation of allusions 

Recognition of simple figures of speech —such as per- 
sonification, comparison, etc. 


Expression is cultivated: 


By mastery of thought and feeling. Asa means to 
this end dramatization and blackboard sketching are 
employed 

By imitation 

By practice in reading to the school. 

One reading period per week is given to the children in which 


they each bring in a selection to entertain the class. These periods 
prove most valuable for the following reasons: the variety adds 


4? COURSES OF STUDY 


zest and life to daily work; the reader is inspired to do his best; 
the teacher gains a notion of the child’s literary taste; the pupils 
become interested in one another’s home reading. 

Selections for this grade must not only be standard literature, 
but such literature as appeals to children at this age. Children of 
this grade are hero-worshippers and it is wise to give them the 
high ideals embodied in the lives of heroes and heroines. 


Material for C Class: 


Selectons from Baldwin’s Fifth Reader 

Hawthorne’s Biograpical Stories 

Story.of | Cincinnatus... C2.5Ge coats alent Se sey i eee Guerber 
Story of; Coriolanias 1.7). 2.000. soe cnet cee tame meen en Guerber 


Correlated with geography : 


Voitess YMOnTeZU Mig bo. Bases carats ene te Cee Clee gene een ee Pratt 
PIZZALO 6 cies leis lie idinls ules nie ps as 2-4, Rin pine a BOT RO rr Pratt 
Sovth AMErCAa. | fis i. cana s cp oa cee ¥)ukce ors ie pein eee Carpenter 


Connected with history : 


Story. of the Romans 16.00.45 5 Guu eater alle eee nt eee Guerber 
Story of the VIiliad opie. sii kl a).  ece ea aee aeee e Brooks 
Material for B Class : 

Fp-Becrets of the Woods. Neha Soo ae bene ieee kee Long 
The Hagle’s Plight? 2.2200. 6 6.5 tos, a SR acinus «eee ee ee Long 
Christtnas:Carol {abridged}; : 10s... Nd ie: ate ee eee Dickens 
selections from Fifth Reader. fia) 70 V5, ce il nies nee a ee Jones 


Connected with geography : 


Story oF William ‘Dell 7s. den celaie: bch ce dnt len eee eee 

PUrOpe. 21a Paeie Wes ine baw aa ee Gee tenn e bee ea eee Carpenter 
Modern -UrOpe s 45. aes see engi e eee Net ae wihidie b Rian Votaele ont a eee Coe 
Modern «Vikings i710 cg\ asc shay cele hice oe cae ieee Ce eee Boyesen 


Connected with history : 


Story of the Romans). gi: wes sac hades oo ace ee eee Guerber 
Material for A Class: 

King Arthur and: His Corte. Yeo wer ie cee hose ee Abe ane Green 

Passing of Arthur 7 ois Aco e hbk eee woe teen Bee eee Tennyson 

Sirdzalahad 5) 7.7 .n ig hterpe oes een eee e hee & ate cine ee . Tennyson 


This work on Tennyson is taken up in connection with the 
prose readings from King Arthur and His Court and some of the 
fine selections that appeal to the children are committed by them. © 


ENGLISH 43 


Beecpars ne West and. West an. suv kces coe bce eae le he eee ake Kipling 
ApGW) Det Na RCTILT pct he). tot UM Lar) aa dt hk Llatagt Rin tee Boas Hunt 
sanam (reartor- Oak, Book TV) 6 c0 5 Gus Jaa 0 Pees ve a cles he es. etUDE 


The last two selections are studied especially for their ethical 
value and are committed by the children. 


Read in connection with history : 


EOE VIOLA ROla ere eter eee CLS Re Ck ie an es he Nee ee Baldwin 
Ranaute orn eimevArt hurry 225 eG y cee pears dosed cee Warrington 
BITSCOTICH eu SIG Sk Te GS ce cared lark ORL latte (Aaah Dibra his Onto tech Morse 


Read in connection with geography : 


MP IATTLCHM TT CL CP ete Mee cos 5 2 Oy eee teh ene ae ee ee Carpenter 
PO ECIEIOS ein EITC Mat UE sg 6 ote) eo a c wis Sh Seah cadeteregvedeees, «cm ania aes Pratt 
PeaeP aM atte oli wet ine cs aie ee os yg Sar sk a ol Se wile ake ERE? Ghee Kennan 


Miscellaneous readings are selected for literary and ethical value 
from Jones’ Fifth Reader. These are introduced between the 
longer selections to give variety to the work. 


RAS AP eee AIO 2/64, koh oy sh hay kt hime Std odds Sato ws dad pede . Davis 
FC CAIUS CRG Cer sn coh Vis oles oes! foetacath A oes Sa OBE ook te arts Oe Kingsley 
AEN EC 2 0a ke Ae Sage Seta rar: Hugo 
PRL ee hy ote) Lag hoa eels yatbu nin able cain ices bore ia O’Reilley 
Read or told to children as a basis for language : 

LEU oa Ae GEC ea ca eta todo vals of deb aie'e vinpies POL ae Late ae Arnold 
MLL ALE eS CUD TEI Me Tits op cds wd esata dewey eles de wits eaeets 

IDOE CLC GR ICING EAN. Wa aiid Ves crukoke pike ska? Catena tee Longfellow 
sLoryor Cormelia und Her lewelsi}. Gvie is woe tia eset take. Guerber 
OMT ES ate seth din nge vl Pala ACH caeata « MiP oda dohds hod bine OLS Gtlaniat Lowell 


Read or told to children in morning exercises : 
Story of Joseph, (connected with study of Egypt) 
Story of Peter and Paul (connected with story of Roman History) 
Psalms—IX and CXLIII (committed ) 


Peonsan NVithonti dg COUNLEY st sy oy oc) echo eae an Cio ooee 6 ome Hale 
Bittle Shepherd of. Kingdom Come: 1.414022 ois tans a fdaieenhresle 3's Fox 
Readers : 


Jones’ Fifth Reader. 

Baldwin’s Fifth Reader. 

Graded Literature, Book V. 

Heart of Oak—Fourth Book. 
Guerber’s Story of the Romans. 
Green’s King Arthur and His Court. 
Long’s Secrets of the Woods. 
Hawthorne’s Biographical Stories. 


x 


44 COURSES OF STUDY 


Children’s Library : 


George Washington) o.oo cedsale sleetietacs ie Be yack ele mpiale eine alam Scudder 
Ot BOYS, praises wiwis cecil bee & SLI ee ee othe peab eas eho Chat nae Andrews 
Sweet Williams jc /icss's se she law > esa an wie eae ee hee aan a eke Burnet 
Tunple Books ocr .Gs crews ne ws eae eo oe ede Ona eta tee Kipling 
The Four sMcNichols 5 soc. 0\e cae ve o> =, eee lela On cio tle ee Black 
Last: Days: of (Pompeii. ni). sn. Sa. wae ole Sete eke alae Lytton 
Prince and “Pauper. 5456.4 6A awe ccc Ce pesca aan ee te ee Twain 
Storyland of Stara.e) oa cdomcasacs pee eee lematen Hiss al eal Ate ee Pratt 
WildAnimals:l Havel owt. i1. 3) ence eens Thom pson-Seton 
Biography Of A SITZAAy seus geeks wis ee eae ete Thompson-Seton 
storiessor Olden slimes Gh 545, + ate sean kghienih ls eee Johonnot 
Gods and Heroes. os si Be Se es ee Francellion 
Story of the Greeks co ool ora 8G Boe ws oot eee ee ee . Guerber 
Forithe White Christ: sc1.0 52 02 ).00 cs 050s see Aki Bennett 
LANGUAGE 
C Language 


Oral work: 
Stories for reproduction are taken from the following : 


Story of the Romans. (60s doe Sees s «+ stesso SR Guerber 
The White Sealine 575 65 we o :<sie Sapo es 6 wie ak 9 ee Kipling 
Pizarro in-South America. ... 2. ...503555 02 bee eee eae een Pratt 


_ Conversations about topics in science, literature, geography or 
current events. 

Discussion—Ben Franklin’s wharf. Children read from Haw- 
thorne’s Biographical Stories and discuss the right and wrong of 
the matter, backing up their arguments by quotations which they 
have previously committed. 

Poems and selections committed : 


October’s Bright ‘Blue’ Weathers) fic 5o.4 2 0.0 tie an po Ba fe 
The Kitst Snow Fall, 20.3 4 2as eee asd wack wie ee One Lowell 
The Seal Tala by: os. sales isd cada iba tet Seem rns a Ree eaeees Kipling 
Selections from Corn (song 5. 29/000 i SURE ee eee Pew aioe * Whittier 


Written work: 
Reproduction of the stories of Queen Christina, Romulus and 
The Wolf and The Twins 
Reproduction of history or science lessons 
Simple sketches of different pictures in corridors. See study of 
a picture, Woodley, pp. 12, 117 
Simple social letters to real friends. 


ENGLISH 45 


Technical work : 


The teacher should give special drills, adapted to the needs of 
the class, upon variety of expression, including new. words, use of 
synonyms, and the use of antonyms; correctness of expression; cor- 
rect use of the following words: may-can; don’t—doesn’t; like—love; 
high-tall; great-large; teach—-learn; think-guess; will-shall; and 
others which we find the children misusing; strength and smooth- 
ness of expression, including combination of sentences and choice 
of words. 


Dictation, including tests of punctuation, capitalization, ab- 
breviation, etc. 


Paragraph, its form and arrangement 
From the stories toldin the class the children should come to 
see that every narrative has an introduction, an incident 
worth telling, and a conclusion. 
B Language 
The aim is still the same as in the C class — to develop a sense 
of beauty and strength of language and give skill in its use; but 
the material by which this is wrought out is somewhat different. 
The amount of original written work is increased. 
Oral work: 
Narration 
Reproduction of Longfellow’s King Robert of Sicily 
Family stories told. Story of Lohengrin 
Short stories from history and geography. 
Description 
Reading and discussion of good descriptions of ani- 
mals and persons, such as Long’s Big Buck and 
Dickens’ Mr. Pickwick, etc. 
Conversations based on current topics from papers, 
magazines, and books read. 
Debates based on subjects of interest. 
Selections committed : 


The Road Soug of the: Baridar. Lor... hob eel bes tees Kipling 
Peirclew (AUT wating = ays ee ona hoo da Avro slays wise endo gut a eobe a Tracknor 
BVI IA ELATESS Ne ih Ga hae oR LAN tee pete tehereeee Umintae seany O’Reilley 


Ee yriim, ton Mtl Blane ous...) elt eat dee thet Unless nd BORD Man Ue Ca RS |, Byron 


46 . COURSES OF STUDY 


Written work : 
Simple narration 
Story of Little Eppie from Silas Marner 
Imaginary stories based on picture characters 
Simple descriptions of characters in history and reading 
Simple descriptions of real people 
Business letters, bills, etc. 


Technical work : 

This consists in variety of expression as in C class with special 
emphasis upon direct and indirect quotations and comparison; cor- 
rectness of expression, including correct verb forms such as see, lie, 
lay, set, sit, etc.; smoothness and strength, emphasizing proper 
use of connectives —and, who, whose, but, etc.; drills in punctu- 
ation; and the simple forms of the paragraph. 

Sentences, their use and parts. 

In the ‘‘C’’ class the child learned a principle governing story- 
telling which guided him in the original work he was allowed to do 
in the ‘‘ B’’ class. By this time he should see that there is a close 
relation between the different parts of a story which he must ob- 
serve if he wishes to become a good story-teller. 

. He has also learned in descriptions to give the main facts be- 
fore the details. 


A Language 
Oral work : 


Narration in the reproduction of Charlemagne stories, stories 
of Roland, and stories of King Arthur and the telling of 
good stories we have heard or read. 

Discussions of the following selections for the purpose of not- 
ing strength-and beauty of language: ‘The Carronade by 
Victor Hugo, The Warning by Mary Johnson, and the 
Christmas Carol by Charles Dickens 

Debates—characters in literature or history and questions aris- 
ing about them or their deeds. 

Selections committed : 


ALTAR 0 as yin ew Goh > wie OER REE SAL Os Ne ee Hunt 
Strike for the-Kaing.. 02020 7G ees alr, pe te Aaa Tennyson 
Abou Ben Adhewt y.03500 ssc ua sew oe ua bers ee ee eee Hunt 
Sir-Galahad wyisvedes Pee eee Gaal ae te eee Tennyson 


Selections from Sohrab and Rustum...............0cceceees Arnold 


ENGLISH 47 


Written work: 


Narration 
Stories of Sohrab and Rustum 
Imaginary stories fron pictures and suggestions. 


Descriptions 
Persons and places read about as Charlemagne, Elaine, the 
church in England where Arthur was crowned, etc. 
Original sketches of real places and persons 
Imaginary descriptions from suggestions. 


Technical work : 


Variety of expression as shown in the natural and inverted 
order of the sentence, negative and positive statement, and 
in the different kinds of sentences 


Correctness in the choice and comparison of adjectives 


Strength and smoothness in the use of connectives, in the 
place and use of adjectives, and in the use of strong verbs 


Paragraphs with special reference to the connection between 
them 


The sentetice, with reference to form and modifiers. 


If the stories have been well taught the child has now learned 
that the narrative has related parts and also that there is one place 
in his story more interesting than others. Sometimes we call it 
the ‘‘point.”? He has also learned, by example, how to give his 
story a point, how to use comparison to make his story clear and 
direct quotations to make it real and life-like. 

In his descriptions he has learned to speak of the main facts 
before the details and to make his descriptive sketches give a gen- 
eral impression of the person or place described. 

None of this has been told to him nor any rules learned, but he 
will have sensed it from the good literature he has learned and dis- 
cussed with his teacher and tried to imitate in his own composition. 


SPELLING 


The spelling work in this grade may be divided into three 
parts : 
Spelling is taken up in connection with all other subjects 


48 COURSES OF STUDY 


Dictionary drills are given from time to time to promote ease 
and intelligence in looking up words. Every child is required to 
have a good small dictionary. 

A 15-minute period daily is devoted to spelling. The words are 
taken from the child’s spoken vocabulary and are such as he meets 
with in his daily work. ‘The lists are preserved and make a manu- 
script spelling book from which drills and reviews are conducted. An 
attempt is made to get the child to form a correct impression of the 
word the first time given, to fix this form by intent observation, to 
strengthen this picture by some device, and to write the word from 
memory on paper. 

In addition to the above attention is given to reviewing, learn- 
ing and applying a few simple rules, like the following : 

Nouns ending in ‘‘y,’’ etc. 
Nouns ending in ‘‘o’’ preceded by another vowel 
Doubling final consonants when a syllable is added. 

Oral contests forear training and to stimulate interest in the 
work are frequently given. These are somewhat after the style 
of the ‘‘old fashioned spell down,’’ and do much to promote a 
lively enthusiasm in a somewhat dull subject. 

Dramatization of words, to impress meaning and stimulate in- 
terest, is frequently employed. 


PENMANSHIP 


As penmanship is not a case of ‘‘art for art’s sake,’’ but a 
means to an end, it is so taught in the Sixth Grade. Children who 
have the regular course in the Training School enter the grade 
with a well established style, usually some form of vertical writing. 
No attempt is made to alter this style, but daily attention is given to 
errors in legibility and to exercisesinspeed. ‘To this end all written 
work is required in ink, anda certain amount must be accomplished 
ina given time. In addition to this general work in penmanship 
two half hour periods a week are given to exercises in form and 
speed, from which all pupils whose penmanship is acceptable may 
be excused if they so desire. These special exercises consist of 
drills for the correction of general errors in form followed by a 
series of minute speed tests. No work is accepted in these tests 
whose form is not up to standard. Much individual help is given 
during the half hour drills and in the general practice. 


ENGLISH 49 


SVE NUL GeRvAIDE 


READING AND LITERATURE 


In addition to the aims mentioned for the lower grades there 
is an effort in this grade to arouse in some measure the creative 
literary instinct and to help the child to an appreciation of literary 
wholes. 


Read and studied as literary wholes: 


C Reading 
teen eh Ee Cr Ole Ur iran tm ats ave pilots sh Uae sie Ue CP nea teen + ae Poe 
het GOT eISSN ORD ree a 8 Re) Pe enc ora gees WE cing aa MEMS Pais 4 Wy ot oe Irving 
BSBTICS SO lo 1 Den WATT LU Oa Nae alas aicinn i vitatin ecco oon ahtieiee ate ait Irving 
BN ne Doe mee ECOG sli ten see as" sets 4 o/h Ae ic NPE isin Rao oted tee Long 
B Reading 
ales Otrartruvetier:( SElECLEd \rrdic cis sie hosts ocd ba veel bodes baa eee Irving 
SaTE Welk CPTI ROG eSf'an Tce ss neh tes cad etuev dinate arenes Whittier 
NE SICHMED IMSLP MG SIVAL OLAS on e's ahiagiee. 8 ois be alle Seren sue wesled ad wee Lowell 
seh aa SHAD LVOS:!. Ay ec. sale eet hoa wee ees aule sine ts Burroughs 
PRUE OR EMMI ECM P re. Hla ie Nioik cise skis olelt eles! alba Soae bie bic bie awh « Scott 
A Reading 
DME em OPNE DREGEEL fais s Ciasie ala s,s vis daw cm ntebiw aioitnw at waum teeter Scott 
Courtship of Miles Standish................. ELA ae ae me Longfellow 
or 
Pe Vat GLI C ute ic wit ite e Pid aia do a's 4 i Ga ose ts. v meg lb eats beh Longfellow 


From the list given above, selections (of wholes) are made for 
the different divisions, taking into account, wherever possible, 
correlation with other work, and the season of the year. As 
an illustration, ‘‘ Miles Standish’? and ‘‘ Evangeline’ are se- 
lected for the ‘‘A’’ division because, in that class, there is a 
study of the early American history. Ivanhoe is read in ‘‘B’’ 
class to correlate with and make more real the history studied at 
that time. ‘‘Miles Standish’’ is read in the fall, because of the 
Thanksgiving feast pictured there. ‘‘Snow Bound’’ is naturally 
selected for the winter quarter and ‘‘Sir Launfal’’ for the spring. 

Beyond this and the intrinsic interest of the selections, there is 
no reason for the choice of this especial literature for the seventh 
grade, except that it satisfies conditions found here: i. e. the selec- 
tions are completed wholes and hence appeal to the child’s growing 


50 COURSES OF STUDY 


sense of his own dignity and importance. The selections are real 
literature, and hence appeal to his sense of literary value, a sense 
which we must make every effort to develop here. 

Every reading lesson is made a literature lesson, and especial 
attention is called to the author’ s discrimination in the use of English, 
and to the thought suggested as well as to that expressed. 

At this age the investigating spirit of the child is strong ; it 
may be utilized to good purpose here by leading him to use it in 
testing language values and in trying his own hand at giving just 
the best noun or group of words to make the thought clear. For 
example, such an exercise as this has often been used to advantage: 
after the class has had a chance to study through the story as read 
from day today, they are asked to give adjectives descriptive of a 
prominent characterin the story. The value of these adjectives is 
then discussed ; those which do not stand the test of fact are re- 
jected by the class; and finally, the leading characteristics are 
summed up under three or four comprehensive adjectives. This is 
only a suggestive exercise, but it indicates the policy followed. 

Each child is required to memorize a certain amount from the 
literature studied inthe grade. The teacher does not dictate what 
the child shall commit, but after the class discussions, he is en- 
couraged to make his own selections of passages he would like to” 
memorize. 

In addition to the literature work, in connection with reading, 
the teacher reads for opening exercises two or three books during 
the year. Theaim is to read and discuss a piece of good literature 
which will appeal to children of this age, such as David Copper- 
field, Call of the Wild and Treasure Island. 


Childrens’ Library : 


Pim press J OSePMING, Messy oe cette eee ie poke, lord See one ee Abbott 
Master SE ylar kon seit uy ae ayoG ee ee ae ae owe ate eee giant eae Bennett 
Inmates of My House and Garden............. MEMES rd Geet Brightwen 
Population of an Old Pear Tree............ So itig hated a ieee ae toe Bruyssel 
Old Oreote 3 Days Asie k sia che ioe votat gual rnietl sha nee ease aces an Cable 
Christmas Books and Reprinted Pieces........0... .....4-000- Dickens 
ivar and Vikings 9. 6s eset os oy een andes (a se en rene ee DuChaillu 
Silda Marner. 20044 1a vk sce ereeaees oe Ee TAP mr ES Se Nay gee ya Ne Eliot 
Story Of ‘the | Bible ls e502 7% Fs. Ge es eee ee ee ee Foster 


History of )Burope., sca. 1 PesGa swe nlegs ree apie ost tire F ... Freeman 


ENGLISH 51 


Mari Withoue a. Country's dt cit as bes eas hock cece Leal ela a1Sim Pe Hale 
Stories of Discovery Told by Discoverers..............-.-+0, i. sa.Hale 
POM BLowi Ss DCHOOW Days) imo a5 i? he bcw cece ns Ota cota ee ea as« Hughes 
NaI VOR es voeses te tat pec a ies coiteh ie Duh as s EG 5 Ue Eeaehe mC OE Hurll 
J ETE OUEST COUPEE GSY Un o's (TRIE NC A Be RF lr pha OAS Met So gh Parse EZ a8 a) Kennan 
ROU RASe COUPADCOUS: pease intr cek ate sia nts cred a gin ee br yee e ee Kipling 
Jungle Book........ Bei eee oles bee eee & Sie ee ote Gant a: Kipling 
Secs imPle: HOOkee nl ict eee e pyre Pe CAVA TEAS S Kipling 
Dovel tavelleratte AUSIOIASIAvI Ow tanto hie een ee ase -caes eens Know 
RiGareG rd tilGe rs ela iS ta ection dle ece wale e wasnt yap ... Mahaffy 
Historical Tales; The Romance of Reality..... .........0.00. Morris 
SRE te a GIOIS voce oe) Ge ra ese siete as Mane te ree 0 PR cela Porter 
REMC WOLGes aaa anecion teas actedan eee eee ax Bape R ATA Neasl Casties e9- Riley 
Pease! Ioana sha. nts ne nek coke ve We eo Ai Td ee ah bee eS Stevenson 
Preset ivISt MSM EE CE ec. pombe s Pere diin th eee Tad aed nade tie wie Rais VanDyke 
Soin HAM Chee EMEMEERL Doe ee een piled adic Pua oath waeeg cy urine mms Austin 
BEER PANE re Coats a Gils de ule dune 6 date Cbelaahs ies SU STR Austin 
i llee Maley ILBUnGGrGICNCe Saas as ts. 4 ven ss cok be nace e her teens Buckley 
OE EEN TG Oe Be ie Dito ieee ee ID. oa PEA the Badlam 
Prec ame CTO CIO: O85 y's Gait Ssisitis ibys clerwlgctelvc ep hs be ea ae _.. Baldwin 
Sete yrOre PIOINC LL AOR gl shia elcckes ccs ness son seause ce’ . Baldwin 
irom mteiiiys HieeEriCitye ff eof se Nes dees waa be ceeds oe eae gees Bainard 
ree EIN Mer ne eg Ne ed pias cde wee ap aka bee saute se See a Bulfinch 
PUI Ot AT CUSIP WV Che oS ow wale Weele tl gu» Gaveie c-s'eccpy 40h ewe ws Butterworth 
Story of Magellan........ Sveti eels Mie de Aaa Cale sean ae a ns Butterworth 
RSMO areata ee cite tes UNO nies Wale bale Se bie eve eee wee ie me Carpenter 
Siar y ce tems Bem pol het MMe. Ge. ewe oca'y oa ee Wane Chapin 
SNCS ATOR EL OMS CE tile Waa ic a a thin Sn bts el lal d arin ayatoteealeret eet ok Church 
Bayrrole Chivairys tee: ceca sae be betes eas s bys eitunt enue a Colcomb 
WALA EAVES OEIAE WIIy SStWP yore rod se een sec ias oe nace chevee ete ke eed ete ate Darwin 
Ete ith USCTAl Baa hye. Wu che AN A tne Fad we lee eles ivelds © Ghe ea paae aan Denton 
MOU emt e PEs Ne ORS. Scie Wie CEE a ge oe Coat eo aise Eggleston 
POcaROMEAS 7 ce ara eet Vetta Rare. HEL ethane vita GAs hee ety Aor Eggleston 
PROC HIU GOL rarity nia ae SRP ered ae hs OLR oe Oakes Wy RtetaPe elias tel tncnaNy Kggleston 
TEODOR TAD IVa eas cee katie age wa hot pices ne hy vcore whee Uae ain the wee Franklin 
STRAY DRE VES trot eis eisicth's 4 Aes Code We ty cam gtles tnlheetilae ng aaah eames Gibson 
Sil the MOON SNC UAISR os oy re eee aie oh us Sahid Gare cal pte a sie ag hn ee Giberne 
World's Foundationg...¢0 ste tiy pecans Fees aes Ua ees Giberne 
Jacke Among, the: Indians. x donne ob dessa cars sale entveiecee a0 wn eas Grinnell 
Partie ith Past: A geste hi via ora oe Saba te ieee ted ear a Herrick 
Jave,;.the: Pearl of: the: Waste a) sey vader aiespincints ote ce es « Higginson 
EM VOUtOGS S cepa nica a test ees ctor neh ATOR rem heared om gamer etary wi ots Hubert 
Exploits of: Miles: Standish: 05965 aviv cceblie Op Geman eee Fee ee Johnson 
Boys BOOK. OF Hxplorationgua ccs cn ue copa Seeds Oe ean ex dis oe os Jenks 


OT Oly MANILA: ite, sacrture alent a Rae Co ee Mon Re Dre Eat y eats - Johnson 


52 COURSES OF STUDY 


Australia and the Islarids of the Sea... .. - 72. sia «- stay aie Kellogg 
Tramp: Across the Cofitinent]>...c520. 2.8 cee cin sien een Pe vores Lummis 
Bird IV AVS sor bs vita sient le ie vale eek ene aera eee NS Fi Miller 
Tn. Westing "Time... csc. nse Ahk co eee One oe eke hae ss pa en Miller 
Our Home: Pets 2026 cls vote aie cesses seas fale a Miller 
At War with Pontiac 3 vos. th ens ee ek ets ee eee Monroe 
Knockabont Clubin North Africas... cu. Nuss sale mies OO eee Ober 
PETE CA a8 ta leis aie ua niet ccc Badal wb Woe ial oats cia be Geel) oc oe Ober 
Storied West Indies... 02. 2 s00. iise ales elesee Mle eta bok ie ce Ober 
Mensor "Wat oo ee08 CO i ecm ep akaie + stale sito eet we eLaUnOk Aes oe Pyle 
Merry.Adventures of -Robin Hood: } 4... $4...0 270s! hes oe eee Pyle 
History: of ‘the® Worlds... c40'n8 scat aech oe ue sees ae Oop ee ee Ragozin ~ 
Around the Campfire. fc cia) s wiowi,) oad nb dias eee ele ee Roberts 
Tate of a (Buttertly . 600059 <oe ye Saas, cues was see ne ie ieee ees eee Sardder 
Story. of: Columbus. to35 on. dais viecc uitls « oases anon okenne ar e Seelye 
Their Canoe “Trip vis. cane ss Se eee oes cnet heen Smith 
Captain’s Boat .ion. Punks saws (ee G ae eo pe Glee 2 Pee Stoddard 
On the:Old -Frontyés i. 0 occ. G5 sai bo ele ee ee Stoddard 
Partners so sfiscc fo owe esk d Ha cdnwwsl sp place Stes See ee Stoddard 
REV; Patriot. eats nse cea ain an hos Cele) ee bent Stoddard 
Tour of: the World in\Highty Days....¢. 27% 2.002 anne ee Verne 
Boys’; Book Of Sports. i. oo. eas o's ws cco ne ares nee Wanet 
Prince and Pauper..... ts sate = (oie b b-ON nile» oo ee ee Twain 
PON SA WYET 2.8. oss ioc hd olga 0 Cb aa 6 aheler ope ote aie eT ie eure or Twain 

‘4 Patty: Fairfield 200, a \555 ois cn Give wives .0 2 apie 6 he ee Wells 
DashCentury, Maid ours ita yest te kee ees ae ee ',... Wharton 
Summerin A Canyon . os... pute sian sy 6A bits aed eee eee Se Wiggin 
Branch ‘Biilders. 0-325 5 c0s + Gia ts alee'w eee y store © pe eels een Wood 
Homes Under the Ground on )efcs a oso os ete > wo ae oy ee Wood 
Homes Without Hands. 0.2.5 27.5 Veh. ok « Palco on bee es Wood 
Four Footed Americans): 2:6 ist bainjcottuar fesse eres tone ane ye Wright 
Little Journeys to Every Land. (11 ote: ) eae ety al eee eee George 

LANGUAGE 


Oral composition throughout the grade aims to secure from the 
children clear, definite, and as far as possible, correct English. 
For this purpose, one day in the week is given to one of the 
following : 
Current topic reports and discussions 
Reports upon subjects suggested by the Beorer ee, and 
science work 
Reports on books read 
Telling stories and anecdotes 


ENGLISH 5D 


Selections from Evangeline, Vision of Sir Launfal, etc., 
committed to memory . 

Discussion upon choice of words, simple figures of speech, 
etc., in a good bit of literature 

Simple debates upon subjects suggested by work in history, 
geography and current topics. 


Written Composition: The chief aims of the written language 
work are : 


To cultivate a desire for literary expression 

To teach children to render this expression in good form 
and after approved standards 

To develop the critical ability. 

The mechanics of the written work consists : 

In teaching simple rules of punctuation 

In observing the laws of good sentence structure 

In teaching paragraph structure in an informal way 

In teaching the main requisites of strong descriptive and 
narrative writing. 


In all of the composition work the children are incited to their 
best efforts : 


By ample, careful and enthusiastic preparation 

By a generous appreciation of their efforts 

By constructive rather than destructive criticism of their 
productions on the part of teacher and class 

By the knowledge that their work will be read by them be- 
fore their classmates. 


C Class 


Letter writing—usually the letters are sent to the same 
grade in some distant or foreign school. Sometimes 
the correspondence is carried throughout the year. 

Dictation of any good piece of literature, after there has 
been some study of the same with reference to punctua- 
tion, conversational forms, paragraphing, etc. 

Outlines : a study of the arrangement of material in com- 
position. 

Reproduction of story read or told. 


54 COURSES OF STUDY 


Writing of stories suggested by pictures; accounts of 
scenes or incidents from daily life. 

Study of the sentence, especially practice in saying things 
in different ways, e. g. common proverbs. : 


Technical Grammar : 

Study of and much practice in identification of nouns, verbs, 
pronouns, adjectives, adverbs, prepositions, conjunctions, 
interjections; noun, verb, adjective and adverb phrases; ap- 
position, sentence, subject and predicate—simple and com- 
plete. 

B Class 


Letter-writing continued. 

Reproduction of stories continued. 

Simple narration and description, imaginative stories and 
sketches. 

Further study of outlines and paragraph structure. Prac- 
tice in stating gist of paragraph in one sentence. 

Arrangement of sentences and practice in saying things in 
different ways. 

Dictation continued. 


Technical work : 

Review parts of speech and phrases 

Drill in identifying elements of sentence; subject, predicate 
and modifiers 

Study of clauses; independent, dependent, adjective, ad- 
verb, noun. 

A Class 

Letter-writing. 

Further study of outlines and paragraphs. 

Narration and description, through real or imaginative 
sketches. 

Sentence study with reference to clearness and euphony. 

Working up of simple dramas in connection with the read- 
ing and history: e.g., bits of Ivanhoe and Legend of 
Sleepy Hollow. 

After study of verse forms in Mother Goose, the writing of 
parodies and simple verse. 


ENGLISH 55 


Technical work: 
Review work of B Class 
Study of simple, compound and complex sentences, , 
Study of transitive and intransitive verbs, direct object, 
predicate noun, predicate adjective 
Drill in grammatical expression, adjective pronouns, forms 
of shall and will, should and would, strong verbs, etc. 
Reference Books : 


SpecileMatiouii LaAnouarers 535554 .c5 sense eb kle ve eles bee as McMurry 
Pecieulatye © GMIPOSIOU rae Ace 6 es anh nat ani kbagih 9. < eons oe Webster 
Prepientaty Com pOsitioll. +s ¢¢ 6s see sa sae on Sols ee ce shes Scott and Denny 
We DOsilor ys WTI ee dh pe coe etes ein sce #0 Scott and Woodbridge 
SORCUNeHS OF NGIISUON 0. Vet Anca cs ati ss, vine sna saaees aeela Brewster 
eecUin oe Obs UR IGh apie s eats Ae or eci s Nina's ae kves sty ORE peat Chubb 
Rioters Pronger DOO Lee eel e gues cathe Wes ages od Arnold and Kittridge 
erie emir ter ey hc el Peed Ais de nid Delco te de Nes Oe hae ee ous Hyde 
SPELLING 


The spelling work of the seventh grade consists in: 

Writing of dictation exercises 

Writing quotations which have been learned 

Spelling of words which, in their daily vocabulary, have 
been found misspelled in lesson papers 

Selection of words from their various subjects, ¢. ¢., geo- 
graphical names, scientific terms, words from reading 
lesson, etc. 

Study of synonyms, antonyms, etc. 

A twenty minute period daily is given to oral and written spel- 
ling in this grade. 

The spelling period is strictly a study-recitation lesson, in 
which the teacher studies the words with the pupils, calling their 
attention to whole words and special syllables likely to trouble 
them, leading them to frequent use of their dictionaries, having 
them use the words in sentences, etc. 

Occasional spelldowns, word dramatizations, etc., are given to 
keep a live interest in the spelling lesson. 


PENMANSHIP 


No special period is set aside for penmanship in the seventh 
grade. Every pupil comes to the grade with an individual style the 


56 COURSES OF STUDY 


use of which he is allowed to continue. The pupil’s best effort is 
constantly demanded of him in all of his written work, and as he 
usually has at least two written exercises daily, abundant practice 
is furnished in penmanship. 


eG Pad op Mt BS ge Rage! yd nN Bi a 


READING AND LITERATURE 


It is the aim in the eighth grade to carry on the study of 
masterpieces and literary wholes applying the methods begun in the 
sixth grade and emphasized in the seventh. A special effort is 
made to stimulate the child to wider reading. 

In this grade the reading is both extensive and intensive. In 
such selections as, Cricket on the Hearth, Enoch Arden, Silas Mar- 
ner, Hunting of the Deer, Man Without a Country, Julius Caesar, 
Merchant of Venice, Lady of the Lake and Treasure Island, some 
passages should be carefully analysed in order that the child may 
grasp the meaning in its parts as well as a whole, yet at times the 
reading should proceed with few interruptions in order that the 
child may enter into the spirit of the author. With such selections 
as, The Battle of Waterloo, and The Chariot Race, enough of the 
story may be told to give the proper setting and arouse interest. 
This interest will probably be lasting enough to inspire the child to 
read the whole for himself. 

Sight reading also receives some attention in thisgrade. Only 
the child who is reading is permitted to have a book thus making 
him feel the responsibility of making the thought clear to others. 
These may be called upon for reproductions in order to test how 
well the reader has accomplished his purpose. Such selections as 
The Story of the Stone, The Story of the Salmon, and The Man 
Who Corrupted Hadleyburg are good for the purpose. 

The memorizing of short selections of both prose and poetry 
forma part of the work. Selections suitable for this are indicated 
under the reading list. Discuss and explain peculiar words, phrases 
and figures, then commit wholly or in part. 

In all the work great emphasis is laid upon having the child 
form aclear mental picture, for upon this depends natural expres- 
sion, interest and a love for literature. 


ENGLISH yy 


The following selections are discussed.and read in class as 
literature : 


C Class Jy 
Suchet oniceenriii, cee aa ate. apt eM Meek | ee eet atale cal Dickens 
hash untin wb (ner Deer ee nha sgee dain heels. Geek eee Warner 
Krag (To be partially read or told in connection with the 
PURE Ore Lieu LIGEL liners oe as oh de se asians als cceleves beh ies Thompson 
PETLOCTM AL CTR ais team cise ire oe Ce tes ROUT ae Mike ics Vales eek Tennyson 
B Class 
RIMAStNbATIEN ais ets 2a ET basa hy ek phe Ura ee he Meg cag BEM OH ETS! a 
Speech on Conciliation (In connection with history).,........... Burke 
HSCS Obra VV ALCTIOO wale tc Gy se fF trike Sette sibs sen ae ay ses ables Hugo 
A Class 
Wee UAIIAO EM WOLICC a ee iue Satacls <ul eh 2 0 Gre. ther swine sito yt Shakespeare 
PRtrUsee OeSChi wanes peste t sen fs chest ott eas Sale states Shakespeare 
BOT ET GSMS SPTS JWI S02 2 seal Cg a Rare ec a ea, Re eR PI, Dar gris Scott 
The following selections are chosen for sight reading : 
C Class 
story of the palimon...... 00.5... ewes rated «ten ens La meats dren Jordan 
RSC OI OL ACEO MSIE. 65) on cca Ae al Goldie Sele sd da ius passers 
B Class 
CO iUe ke Cece EAT los oy Ga cw he hn « OR Saha eon bch ole Dele Co nimele ne Wallace 
Tie Sram w nocormnpred Hadleyourg. . 2. ..'c¢eal «eee Ftd ent te Twain 
A Class 
PIATIAVVILL A Gres COMITILEY BA ty bes SOT Nl aes Ny ete ae ws ale wee simieas Hale 
Studied and committed wholly or in part: 
How the Good News Was Carried From Ghent to Aix......... Browning 
Pieasures Are Like; Poppies Spread: . 4 car vq ns oes eae dal Peewsce ds Burns 
The Eve Before Waterloo, (In connection with Hugo’s Battle 
OER AbELIOO ety Arey ec tao co ttea fe Meena ray wd Mpeariuer auld tak Byron 
Pune rex LOts ae iCturoo a ant. eve Cty ae ol ii tak cen taathelerner o emieer ae i Cary 
NSICLOU WIM ATINEE sc Be wiaw sustain ate Oe Ogee sees etd oly anaes earnre ies Coleridge 
PUA POREN SV COT COI raat <2 0s a aT eg Ss aN ath daha Prin ELM On aie Satta Dickens 
Snow Storm (compared with Lowell’s, The First Snow Fall)...Emerson 
WBC GHEE Aten epee crs a aie ae 3 eta ation ton ae otinietnes Qs a cine Emerson 
Speech Before the Revolutionary Convention, March, 1775, 
ClatEGnneCtiong witht HIStOry:)) font ats oars corer beer bn See cle S ee ws Henry 
Speech at the Dedication at Gettysburg, (In connection with 
BLISCOEY Peete ts Nee oe ea Fab eat ON Oe poate ae ete me Pats ete secs Lincoln 
PHerlnreeviienorawcta wr yutees. y Aan teeb as ces emaitat ee ay Kingsley 


BITAS OL IMUM OS WOPLty denied ve rl dave cies he gata _,.. Longfellow 


58 COURSES OF STUDY 


Sandalphon «... 3.64.25% uae cies: we ste ne ne silt ie aes Mein be we Longfellow 
Selections from the Saga of King Gates 3S oy cs ek eee oes eae Longfellow 
The Builders 3 $ ove. 22% Ly Sais eave ee ae ee RI Ae eee ee ee Longfellow 
LOebin var iecy iS. AS San eee Se te pn nae oh heen ee Scott 
The:-Minister's ‘Danphiter, ta... 502045 bob es eee ee vere lee Whittier 
Flower in the Crannied Wall ss 72.05) .ctie. ys Pao oun eas oe Tennyson 
The ‘Datlodils oii ak gw fs, ponies oe tecnica Re ee ee Wordsworth 
Read to children for morning exercises : 
Bob; Son of “Battles oesiwas a sive ee hota eee ne Cee nes eae Ollivant 
Mamineo éathers.).) css. occa te a eeaine ae beets ee ne Munroe 
‘BRheBar Sinister.55 acca. whl museca esas late oe sn he ee Davis 
Cantains iCouraetous: nik Ges itik parsed case were ate ae on eee Kipling 
Read out of class in connection with history : 
Building of ‘the Nation... vs. c hei pees oe ae es eae ce en Coffin 
Druim ‘Beat ‘of: the Nation (fh) 7 ic. ccs ee OR Ree Uae Coffin 
Story of Liberty.......... ese sade ken en vle a ded siete thes Coffin 
Marching to; Victory... 0.55 0606 055 «eas 0s 08 Ce Re Coffin 
Old Timesin the Colonies........... .... se ie iG Eee ete Suk ee Coffin 
Redeeming the Republic. v...0.05 645.45 44> oc nee clare eee Coffin 
The Boys? of 76 230 Sas e-waste ats «stp acme ne ea Coffin 
Tales from English History... .5 ...540... 6, « amma eeioe ae eens Cowper 
American CiGZen oo oe. ess sca k wis tiie s bow Od oie |e eae ae Dole 
The Making of ‘the Great West... 20.54). -5.:- see ot poe Drake 
American Revolution . 505s. 05s os ens dap ee eee Eeeipee «ik meee Fiske 
:' Discovery of America............ tie awe oat ae ae ene nee Fiske 
Qritieal Period p2 camtictin se. ceens tied wea vi bole 2 eee ae Fiske 
War of Independence . 5 7a06s = Sak aves eles wak ek werent oon Fiske 
Conspiracy of PonWacs or. oh) a. .ce 5) alas ae Parkman 
LaSalle and the Discovery of the Great West................. Parkman 
Montcalm ‘and “Wolle..c.7 sires we es coe ais eee eh Parkman 
The Oregon jt vail esas hits ake kee Le iS eRe I ee Parkman 
Conadtiest of “Mexico 2 jquiia% » se eo Sa leh orcd toe ek eee Prescott 
Library books for home reading : 
History-of Julius Caesar :¢ 0.4 Grwiesine wore s Ghee acme nts eben Abbott 
Tittle Meta oS. wins e saan s Seb Sy we eh a oor am ee a ee ee Alcott 
Spain and the Spaniards........ Pe re eT FIR ce fg Ho Amicis 
Some Successful Women [6 00). Sas ot Oh eves cee ea ee eee Bolton 
Hab and “His a riends 7. iG sce ogo ent ak eee ee .... Brown 
Birds and Bees, Loc seeks oe ee aa phe cae oo Ue ee Burroughs 
Jyand ‘of She Vedas acre wh ats bce nical carte eee Si siepay eae aeem Butler 
Pathhnder <i ees oe ea oe Cooper 
PIONCEES 06.00 so see eke LOS ERIE RE Sees SRP SIE SO ee pie et te ane Cooper 
EE TUIDDS «5% 144 ain sis Hogs nite iC eis 5 wR I ene ee na ek ee ue 


ENGLISH 59 


ON vers Cwisi esi cetoteks atare ise Moe ah, LC OTM oe OR a es Dickens 
INT GHC aST NICK IG Y she waned Rie een ance eB Oe ees Dickens 
Gallegher and Other Stories................. eee RET eet eee eee Davis 
Pull OnE EAMINISLOEA Seige e Jom aie Cry ROO Le Log oF TUG he WRT .....Davis 
Cathe ALICE FROTOES cape dioy ockns Casa Wels Keath ioe oe eo ae ee Francillon 
Classic Myths.in English Literature... 4.60 02i3 eo ilu be eee Gayley 
PCAs ee LCL OLAS Sine carey. ele nd lore Pile ak Kees ob wa RS Me WES Headley 
Misut It Out-on the Linea. aes a Se awe PECTS Vane 393 ee Headley 
PLPHUU DUE MISC S te chee UN earn tea oe ent elses wey ey eee athe ares Headley 
Meiners BOY atid, Eins MOMILOr es sya. sok rey oe tio Ott cee eet Headley 
MPRA TAT AUCLEY beter re tan ea Lr Oe ek we amet re cig Headley 
Old Stars sc. s vesied cece RRA PLS ah Ale en ape AUNTS Norge Arse APR Tse UN Headley 
or Biawi s SCHOOL Dave resus. sons susie» geuimaehid ey ieeae ras Hughes 
eur Otanta.) cz Pe Mee ee I a Eas Oe Ne ne richer eee ate ies BEA OL EL Hurll 
PSeAV SEG then KOtClE OOK tones fas ce neste ca heed aie seers Irving 
Mu GTO rae mentee Sat re stg Pepe as deck Ware Uecaod en anu eu Enea ues Irving 
Madan iovw ands Eady. WU. oc, oss ee ie oth lcdne ded onea Genes Kingsley 
CATAL SR OM TADOOMSE rasa 0 iv specs wc a hiss am ee qe new rin eeaant eee Kipling 
COMI elem Oe liCHle WVOYIES 0; ccc 1 cles ck ate Rey) coed cin Wena see We Longfellow 
BIS rat rier CRUDE IMs cians fo iaicie soa tw} vidie atl si ste kg leo a edus.a Res Lowell 
Vision of Sir banrital and other. poems... 2... 46.0... se secs cecene Lowell 
Pate rae OOUPEE SOI DOING Sg cies sae ctv cea cunts sce koe Coketds pave Lytton 
ELOGHOW ities paces. asc i SAE Re SNe es A Wg Pir eS oF. oe Mitchell 
PAGO EOI ut a ek eae e dca ek ses ed eee a eiey a eran's Monroe 
SO OE TIC FOR en po oy fc iNet Wan hee glare shee 4 o.08 Lat ole x Ollivant 
Be OG Gre Wee oa e's ays Bosak he ns ers ale o's Ri Sei i Moe AR OR .Page 
LOU LO ale eee Gane es ache Le ON ow FLOR aad The wale Care ee Riley 
IS OO REL We RO pat priate ss tee Nia aahle Sean ds seine TY car sinew ER ERO EE et Saunders 
nO OA CANALES SS oy os eos oes Bacio e sels! eo acme te ris cole th oe tore cea Scott 
TSM WOSliete vane cee eke wily culate 5 Crewe e Se Wotan a seb wae ee mabe’: eaces Scott 
ER AUMOC IL tae 1 hive e he cwilaa Heys celts Fale eee hate bod MH ch ies Sacae eases Scott 
PRALISIN AI ny clan en's POOR Ae RM EI EAM hl OR YM Sah PW Oe Scott 
Be VOU LiIRGe licen evar. evita ater ie ices cy Marg ed ge EeS Shakespeare 
EPPASUTO ISIANC se. Jaks caret Rls wate Chen Nhs wa ake tere a Stevenson 
COM Cle: WOLKE Si is «cease Gk oo ia ped wees SE Od eos othe Sew ee ges Tennyson 
Feose and. the: Ring ies oes, aie Gala sete awh es a mile eli Bea os Thackery 
PIs Vit gitinnise ora s Wlu. 8a ie Pale Mor ake a NA Oh eee Bacar Thackery 
Greene Mountain HOS. 6: ou Dats cnet sled nia be ape viele me Thom pson-Seton 
Wild Animals. Have Knowiiis.0228. e.e0 scans nccwes Thompson-Seton 
Braves Ofc (he Htintede ns: catia aos tecee OH ee Wein den tine ae ha en Thompson 
bie: Rishon s SUAdOWa.. crabs cn gs hse etm nk alesis Vea ee wee see Thurston 
Heroes and: Martyrs of Invention. seo 0 vcervenels stoe even ede eens Towle 
Hathersidtid SONnSiy. oy va eek val wick saa h ha Tel ee wet eran a eneeus Turgenieff 
Bey Hap triad Fs a Wei eae ee Od els MEAG ENS add nee eae Wallace 


BOING a) HOY st oll Cass cand ho acy ew evintin es hung s ud gueehinak wos Warner 


60 COURSES OF STUDY 


TheCourt.of. Boyvillesiy fey icons ean Shoe ee ee ee ee White 
Timothy's ‘Quest; 3/7 ¢2ochiec ie Pe ae aig wes ate ota Na ea) ee Wiggin 
Birds’ Christmas ‘Carol; 727.5) gfe Gree alka ee paket ee Wiggin 
Friendship‘of Nature, wy ccs wee iis ok shine oneal eel er eres anes rae Wright 
Ttomm y-Ann andithe Three. Hearts..<c.6 ac en eee AP Pies Wright 
athe Workers—The Bast. a) ii e275 eee eee nae Cee setae Wykoff 
The Workers—The \ West. fi. 40 5 ashlee Ga ee Ne La ae Wykoff 
‘The Widow O'Callachan'’s Boys. 4. otal su28 caer se ane ee Zollinger 
LANGUAGE 


The technical grammar begun in the seventh gradeis continued 
here. Composition work is still emphasized and Latin is begun in 
the last quarter. 

The aims of the language work of the, sixth and seventh 
grades hold good in the eighth gerade with the addition of the fol- 
lowing : 

An attempt to put language on a scientific basis by show- 
ing that there are technical reasons underlying the 
choice of words 

An effort is made to stimulate, discipline and refine the 
child’s power to think 

The end is kept in view of preparing the child for the 
study of other languages. 


B and C Classes 


An intensive study of the parts of speech under the follow- 
lowing topics: definition, classification, properties, inflec- 
tional forms, uses, modifiers, comparison with other parts 
of speech. 

Idioms. 

Thought analysis and grammatical analysis of literary se- 
lections, with reference to the best authorities. 


A Class 


The study of Latin is begun in this class. From the very be- 
ginning of the study the aim of the teacher is to guide the pupil 
to a reading knowledge of the language. For this purpose the 
thought of the Latin sentence must be gained from the sentence 
as a whole, read in the Latin order. Emphasis, therefore, must be 


ENGLISH 61 


placed upon the essential points in the first part of the work; © 
namely, vocabulary, form, and construction of words, phrases and 
clauses. 

One quarter’s work includes pronunciation, the first and second 
declensions of nouns and adjectives, the demonstrative zs and the 
interrogative pronoun; the conjugation of the verbs saw and the 
model verbs of the first three conjugations in the active indicative 
present, imperfect, future and future perfect tenses; the simple 
sentence in which all cases of the noun, except the locative are 
used ; and a vocabulary of fully one hundred seventy-five words. 
Linglish Composition : 

Three quarters, two lessons each week for first two quarters, 
one each week for the last quarter. 

The following forms of composition are studied: explanatory, 
descriptive, and narrative, followed by short, original stories. 

In connection with this study, independent outlines are made 
of articles read or discussions held. Free paraphrases, character 
sketches, and letters—friendly, social, and business—are written. 

The composition grows out of the various lines of work, as 
science, geography, literature, history, or is based upon personal 
experiences or imagination. 

In correcting and discussing the compositions, close attention 
is given to spelling, paragraphing, sequence of paragraphs and sen- 
tence structure,—grammatical and rhetorical. 

Rhetorical structure: Attention is given (a) to the use and 
choice of words; (b) to arrangement; (c) to contraction and ex- 
pansion of elements with reference to clearness, vigor, strength, 
and smoothness. In the study of literary selections, good illustra- 
tions of these rhetorical modifications are noted and held in mind 
for comparison. 


References : 
Miements or Kaglish Composition; ..<). 20. <tuesnve mots nauk Gardner 
Studiesta Hnoglish: Composition |. yal sega b eeu t Cb ake Mok eld iests Keeler 
Eeotish Composttior sec hur Shiva seh th Pedals Be Soe GMM ence | Welsh 
Foundation Lessons in English.......... abate abe wegs eee enee on Woodley 


C Class 
Study of titles. 
Study of paragraph. 


62 


COURSES OF STUDY 


Paraphrase—poem or selection. 
Outlines of articles read, discussions held or topics studied in 
literature, history or geography. 

Descriptions of characters. 

Character sketch from Cricket on the Hearth. 

Variety through : 
Choice of words 
Synonyms 
Antonyms 
Expansion; changes in grammatical construction 
Change of adjectives and adverbs to phrase or clause 
Emphasis and change of order. 

Combination and condensation : 


Smoothness 
Condensation 
Telegrams, announcements and advertisements. 
B Class 
Repetition. 


Description of objects and persons. 


.Character sketch. 


Descriptions of room, place or scene from pictures, nature or 
imagination. 
Description of cottage of Silas Marner or the Cass home. 
Narratives : 
Outlines given to supply detail 
Narration of an incident 
Description and narration 
Story making use of group pictures. 
Quotations: direct and indirect. 
Conversation and narration. 


A Class 


A study of Venice and description in form of letter or story. 

Discussion of climax of story; some story read to the climax; 
original conclusions written by the class. 

Completion of the story of the Merchant of Venice, assuming 
that Bassanio had chosen one of the other caskets. 

Character sketch from Merchant of Venice. 


ENGLISH 63 


Discussion of plot as illustrated in Merchant of Venice. Out- 
line for an original story emphasizing plot. 

Original story. 

Character sketch from Julius Caesar. 


SPELLING 


Spelling is regarded as an important phase of all written work. 
As a basis for work the following plan is used : 
A list is made of new and difficult words as they occur in 
the various subjects 
Misspelled and misused words are selected from written 
work 
Sentences are made containing words from these lists. 
Considerable attention is given to accurate and rapid use of the 
dictionary. 


NATURE STUDY AND ELEMEN- 
TARY SCIENCE 


In the outlines here given definite form an attempt has been 
made to select those topics of fundamental interest to the child 
which are, at the same time, of chief value in his complete educa- 
tional development. The guiding principle underlying the course 
is the great law of child growth, which compels him, physically, 
intellectually, morally and religiously, to recapitulate the history 
of the race. Every course of study, every principle of method, 
every device for teaching, which does not recognize this law of child 
development and is not in full harmony with it is relegated sooner or 
later to the great pedagogical rubbish heap. Our real inheritance 
from those who have labored for usin the past consists only of those 
principles and processes which permit and further this natural 
growth of the child. . 

In order to render the course as flexible as possible and permit 
its ready adjustment to the needs of widely varying schools there 
has been selected a system of central thoughts for each of the three 
seasons of the school year. These thoughts serve as the correlat- 
ing thread for binding the various topics into a complete whole and 
have been derived from a study of the vital problems which the 
race was called upon to solve,—shelter, clothing, food, fire and 
transportation. An intelligent and sympathetic presentation of 
these topics will convince any teacher of the firm hold which these 
fundamental problems still have upon the child of today. In the 
selection of material in different localities much freedom is possible, 
the only thing regarded as essential being the development of the 
central, seasonal thought. Substitutions and additions of material 
can very readily be made whenever and wherever desirable. ‘The 
order in which the race secured its mastery over nature may be 
termed the hzstovicat order and, since this is the ideal order in which 
the nature topics should be presented to the child, the historical 
order becomes the pedagogical order. What may be called the logi- 
cal, or scientific order of presentation is to be thus sacrificed until the 


NATURE STUDY AND ELEMENTARY SCIENCE 65 


children reach the higher grades. Similarly the historical method of 
presentation; i. e. direct contact with nature, is to be ‘followed 
just as far as is practicable and the mere getting of information is 
to be subordinated to the development of the child’s latent powers 
of body and mind. 

The course of work outlined is based upon the assumption that 
the best possible preparation for future living consists in ideal pres- 
ent living; also that the complicated industrial processes of today 
can be best appreciated by the child by having him review in brief 
the series of steps, still found amongst peoples of low culture, by 
which our race attained its present stage of advancement. Inci- 
dentally the opportunity is afforded for the development of the vari- 
ous thought and expression subjects, the manual arts and domestic 
science. It is no mere accident that these all demand a nature 
basis from which they may be most naturally, and hence most easi- 
ly, developed in the primary grades. Although serving thus as the 
natural basis for the other work of the school, nature study itself 
need demand no more time than that devoted to any other subject 
of the curriculum, but it should certainly have as much. Since the 
work of each year presupposes that the work of the previous year 
has been done, in endeavoring to make use of the course it will be 
found desirable to start the first year’s work in each of the three 
primary grades, covering in the second the work of both grades and 
in the third rather rapidly the essential points of the first three 
years’ outline. In the intermediate grades a number of the topics 
may be treated somewhat independently until the children with the 
more thorough grounding in the subject have been promoted from 
the primary grades. Where two grades are combined in one room 
it will not be feasible to carry more than one line of work at the 
same time. 


BEERS) (GRADE 


HUNTING PHASKE—AGE OF COMBAT 
‘CENTRAL FALL THOUGHT: SHELTER AND PROTEC- 
TION AFFORDED BY HOMES OF ANIMALS, PLANTS 
AND MAN. 


Study of live kitten in schoolroom as to structure, habits and 
adaptation. Varieties of cats by specimens or pictures. Pussy’s 


66 COURSES OF STUDY 


cousins by pictures and stories; wildcat, lynx, puma, leopard, tiger 
and lion. Domestication of cat, use in home and danger to birds. 
Bring out strongly the cleanliness, love for home, friendliness, 
courage and affection for young. 

Story of old ‘‘sabre-tooth’’ and primitive man. 

Begin written language with picture-writing. 

Have frequent field lessons in search of animal and plant 
homes. 

Pods as seed homes; peas, beans, milkweed, catalpa, wild cu- 
cumber, etc. 

Caterpillars of all kinds, chrysalis and cocoon formation. 

Gall homes upon oaks, willows, cottonwood, rose bushes, gold- 
enrod, blackberry, etc. 

Homes of mud and paper wasps. 

Land snails, water snails, mussels and caddis-fly portable homes. 

Squash, pumpkin and gourd seed houses. 

Deserted bird homes and bird departure. 

Properties of bark and uses to trees of region. 

What trees first shed their leaves and which hold longest to 
them? 

~ Autumn leaves; press and mount. 

Special Thanksgiving theme; gratitude for shelter and pro- 
tection of home. ; 

Simple studies on evergreens available as to cones, bark, resins 
and leaves, carried through December and leading up to the Christ- 
mas Tree. 


CENTRAL WINTER THOUGHT: SIMPLE HOMES OF 
HARLY HUNTING MAN. 


Without waiting for the completion of the fall work begin the 
consideration of human homes from vegetable materials. Have 
children collect the needed materials and construct grass, leaf and 
bark houses of their own designing. Look sharply for points of 
excellence in the stability, ease of construction, shedding of rain 
and snow, resistance to wind and protection against animals. Dis- 
cuss best types originated. Using twigs stuck in a box of earth, 


NATURE STUDY AND ELEMENTARY SCIENCE 67 


show children how houses may be made by weaving grass, leaves or 
flexible bark. Have children design a tiny house from a single 
piece of birch bark. Use resin from trees as cement and for mend- 
ing cracks and holes. 

What winter birds are to be found and how do they live ? 

Using an old dish-pan lined with clay, mould a rough basin- 
like affair of portland cement to represent a cave-home, and break 
out one side for an entrance. Life and house-keeping in these prim- 
itive homes; sleeping, eating, sitting, washing, cooking, heating, 
lighting, protection against animals. Fit up the cave for occupancy 
by weaving mats of straw or fiber, crude birch baskets, making 
tubs or pails of small gourds, miniature logs, and selecting stones 
for various uses. Appropriate stories, folk lore, fables and myths. 
Sports and games of primitive children. 

Simple lessons in hygiene upon care of skin; nails, hair and 
teeth. Necessity of keeping body and feet dry and warm. Cause, 
danger and treatment of colds. Treatment of burns. 


CENTRAL SPRING THOUGHT: NATURE’S AWAKENING 


Indoor germination of coarse seeds in window or desk gardens; 
beans, sweet peas, corn, sunflower, morning-glory, wild cucumber, 
squash, pumpkins, gourds and melons. How the young plant gets 
out of the seed-coats through the ground, and what it does after- 
ward. Opening of leaf and flower-buds on twigs kept in water. 
Out-of-door observations as the season advances. Follow through 
the buds upon a single bush, such as a lilac. 

Development of frogs and toads from eggs. 

Return of birds from South. Bird calendar. Simple bird 
homes made from boxes and erected about grounds. Feed birds 
suet, nuts, grain and bread. Observations upon foods and habits 
of birds. Location of nests. Select the robin for special study. 

Rearing of silk worms in school-room. 

Which trees are first to leaf and which come out last ? 

Butterflies and moths emerging from winter homes. 

If feasible have brood of chickens raised with incubator or hen. 

Celebrate Bird Day and Arbor Day, planting white mulberry, 
osage orange, birch and pine. 

Rear acolony of tent caterpillars in wire gauze cage. 


68 COURSES OF STUDY 


Transfer plants started indoors to suitable beds upon the school 
grounds and have children care for same. 
With a pole, wires and vines shape a tepee of full size. 


HELPFUL LITERATURE 


Handbook of Nature Study. Outline on cat, page 97............ Lange 
Object Lessons. Outline on cats, pages 54 and 94............. Longman 
ite SOati ay ask) in aha pe eenle as 1k GS erek «epee alee Wit art earn Huidekoper 
Cate ands Doeged os cc cea Cig strcien teite tadis ecient ican ibis sie meee Johonnot 
Neighbors with Claws‘and Hoole... 00s... eb ee eee ete ers Johonnot 
Stories Retold from St. Nicholas Magazine. (The Cat, Pan- 
ther, Lion and Tiger Stories) i. .0.. 207s ea ee eee Carter 
TrsecthiLife sic cadyet ces eae bb oe Eee + o ae CRE eee eee Comstock 
Ways-of the Six-footedsscs) ia ie cso Ste be ae eee Comstock 
Ariong the Moths ‘and Butterflies. 5.7. 2.4 owe ea ee ee Ballard 
Moths ‘and Butterflies... 2.5 0 .gh hehe ees eeiceeer te eae Dickerson 
Nature Biographies. BEAT SA Sr eR ah Pee SN | ie ies eee or oe Weed 
Outdoor Studies 2... Foye acas sli. s te ce ss Ree ame re Needham 
Fiementary. Lessons:in!/ Zoology .j )-.0. 90257. bes ye ete Needham 
The House 1 Lave: 11) ica 6h occ ee soo eh oe oe he bere eee Brown 
Bird VLjiie. sorts halt aae +s ah oes oy gin = cans ee Chapman 
The Birds About Ts oy ccc ice oe ag £2 cece Abbott 
Birds of Village and: Vieid.. 3 ccs cece cae ee Merriman 
CP ALG WAYS rs ds dnl ed oh esd oe se telens ek boa 41 oer See Miller 
LitteBrothers ‘of the Aied-. 7.6008 Bie lee uae eee Miller 
Crtiven Bird opi kos Wp ce oe 0'< sve eomb ole ste pia a hen tala eg a eee Wright 
How, to Attract the Birds.0 +2. sa. Gc odenpe tobe seme peter Blanchan 
Our Birds and Dheir Nesilings.< s/c. iecuhc 34 sede ese eee Walker 
Nature; Myths. 2.55% 0.2 Gp sina eineides ne ¢ O00 0d enate ee aoe re Cooke 
SeedsBabies woe Oe ee ae eu sso ek wae cumibpe lems se hance canine Morley 
Flowers atid: 7 heir Friends: sy 74) (or 7 te Aen eee eee Morley 
From Seed to. weal isto Gli cs seeks. eee ea Siig hteettias Cuseese Newell 
The Brog | Book 745. 3.5 bales bite susie: te ose ee a ieee ein Fee Dickerson 
The Commion' Toad. 27 ont eeade peek ne en ete at ee ee Hodge 
The Life History of the "load 2.02545 ce. oes seek oe cee eee Gage 
Life in.ani Aquariim (3: Senna atom, ton neteeen ecko Seay ban pe ance Rogers 
Evergreens, and How They Shed Their Leaves................... Gould 
Some ‘Tént-Makers o 7. 4. sanae rs cus deep aera eee thy ee ene cee Comstock 
How a Squash Plant Gets Out of the Seed:...................0.: Bailey 


Beans and Peas Before and After Sprouting......... MR ry ich hs Beal 


NATURE STUDY AND ELEMENTARY SCIENCE 69 


SECOND GRADE 


HUNTING AND FISHING STAGE—AGE OF THE CHASE 


CENTRAL FALL THOUGHT: MAINTENANCE OF LIFE 
IN FIELD AND FOREST 


A live pet dog as to simple structure, habits and adaptation. 
Differences between dog and cat as to structure, habits and disposi- 
tions. Varieties of dogs by pictures; differences and uses of each. 
The dog’s wild cousins by pictures and stories; wolf, jackal, hyena 
and fox. Domestication of dog, use in hunting and guarding home. 

Weapons of primitive man; axes, spears, darts, bow, arrows 
and quivers. Selection and use of suitable materials. 

Collection and studies of different varieties of quartz. Primi- 
tive methods of boring and drilling holes. 

Study of edible and poisonous wild foods of neighborhood. 
Basket weaving for holding edible foods. Vegetable dyes and 
stains. | 

Designing of traps for game and fish. Study of live fish in 
aquarium; parts, covering, form, habits, locomotion, feeding and 
breathing. Goldfish, sunfish, etc. Have children design various 
types of fishing nets. 

If a large but shallow galvanized tank can be provided, have 
_ children experiment with minature logs for boats and rafts. Make 
a “‘dug-out’’ by burning. Birch bark canoes and paddles. Illustrate 
the action of the rudder upon small boats. 

Have children act out hunting scenes in pantomime, singly and 
in groups. Search fields and gravel pits for yellow and red ochre 
for paint. 

Help children originate a secret gesture language. 

Primitive methods of fire making illustrated. Primitive cook- 
ing; roasting, broiling, boiling with hot stones and baking. 

Drawing and clay modelling of men, animals, fish and boats. 


CENTRAL WINTER THOUGHT: WINTER HOMES OF 
LATER HUNTING MEN. 
Tan a little raw sheepskin by thorough pounding and drying. 
From scraps of thin sheep leather have children coustruct tepees, 
Sewing with awl (bone, stone or thorn) and thong. 


70 COURSES OF STUDY 


Necessity of nomadic life and possible methods of transporta- 
tion. 

From scraps of chamois-skin make articles of clothing of 
children’s own designing, using delicate awl and sinew for thread. 
Similarly let each design and make a pair of moccasins. 

Study of snow and snowflakes. Children of the snow—the 
Eskimo—their homes and home life. Mould bricks of snow and 
construct on the school grounds an Eskimo house. Study ‘—Hskimo 
hunting, boating, cooking, clothing, weapons and use of dogs. Let 
children make, draw and model as many articles as possible. Con- 
sider games and sports of Eskimo children. Their long summer 
day and winter night. 

Lessons in hygiene should be an extension of that outlined for 
the first grade. 

Treatment of wounds to prevent lock-jaw, blood poisoning and 
hydrophobia. 

Harm resulting from eating uncooked and unripe foods. 

Benefits of perfect ventilation. 


CENTRAL SPRING THOUGHT: IMPORTANCE OF THE 
SUN IN NATURE. 


In early spring set up and observe a ‘‘shadow-stick,’’ from 
which discover that the sun is rising higher each day in the heav- °* 
ens. Upon base of ‘‘shadow-stick’’ mark off a simple sun-dial. 
Illustrate method of keeping time by burning candles and by hour- 
glass. Discover that a pendulum beats time and suggest its use 
in regulation of clock machinery. ‘Teach children to tell time by 
means of clock. Get as many children’s records of the time of 
rising and setting of sun as are necessary to discover that the day is 
growing longer. | 

Soak a variety of seeds and place in moist sawdust, keeping 
one batch cold, the other warm. Conclusions? Discover effects of 
increasing warmth upon vegetation; the swelling of buds, the start- 
ing of grass and early weeds. Teach children how to read a ther- 
mometer. 

Locate young dandelions in some loose soil, carefully remove, 
wash roots and place in suitable bottles of water for study and 


NATURE STUDY AND ELKMENTARY SCIENCE 71 


drawing. Compare the growth of these with those outside the 
school room. Prepare seriesof colored drawings to show the grad- 
ual development of dandelions growing under natural conditions. 
Follow through the changes to be seen in single blossoms. Have 
pupils bring in the earliest wild flower (not the plant) that they 
discover, and keep a record by painting the flower on a large 
calendar. 

Continue similarly the bird calendar of the first grade. Have 
a Bird Day celebration. 

Place growing plants near window, some further back and 
some in a dark box with single opening to show search for light by 
leaves. Consider the reason for the arrangement of dandelion 
leaves, and then of plants in general. 

Show how men’s and children’s activities are affected by the 
changing’ season. 

Give the children a second chance to rear a brood of silk- 
worms. 

Follow through the development of the ‘‘wrigglers’’ into 
mosquitoes in a covered glass dish. Harm done to man by mos- 
quito, and prevention. 

Make “‘blue prints’’ of leaves, grasses and flowers. 

Stories of the ‘‘sun worshipers.’’ 


HELPFUL LITERATURE 


Handbook of Nature Study. Outline on Dog, page 94........... Lange 
Object Lessons. Outline on Dog, page 56..............00005- Longman 
SALSA CLA LO Sere ete Lee atk a's. oki ats Senin ce nba Tt athe & hate Johonnot 
Neighbors withiClaws and: Hooisyl: {pectin fe les ee HA eas Johonnot 
Brolies Of, DAVE LORS aleod ue. asics ae rd a oe vant eee o Wha Paras hens dbig re Carter 
MOT User Ok ATU IS cae aiaae'o an cad oak Wo guy skeet a ata sha ace Monteith 
PLADILATOUUA GIIIAIS ahi cierto ys Tea ese cas ieee an ett Cmts Ingersoll 
PAT OLETTIGO VV ALCL parte oe eerie Ga nieces Gales Baek GEREN taRe eter London 
SLOPES SONIA MIMIAL LANG AY ss dyes 4 eu 4 bok oe oes MUHMNS Wns eee eas Chase 
POUL DP OOtEGtAINETICANS.) 0... avs} ses en Me kee ee eee mee Wright 
Wild Animals I: Have Know... 0.1: céile sas foal thee os Thompson-Seton 
Piementary Lessons it) ZOOLOGY } a caida aso eeeld Pa we tomes Oe atee Needham 
Handbook of Nature Study—Onutline on Fish, page 295........... Lange 
PILATE ISO Vy MOOG crete ot eatieabe starts gs a Sain se Avehs gina agalt ee inte weet Eastman 
Gesture Language. Ist Rep. Bureau of Ethnology, 1879-80, page 281 
Gries abs FG LY Lah. SA atc e es ok Pies PA eae DONE Vid Se hak ER abE We get Mallery 


Stories of Rocks and Minerals:.\,.. 9: 209 Be OR ALS Fairbanks 


72 COURSES OF STUDY 


Studies Among the Snow Crystals. U.S. Weather Bureau, Igo2. . Bentley 


‘TheChiidren of the Cold sng. ion uded anton aiee cae eee Schwatka 
The: Snow Bapy..s.cs ose bok Raae Gt Ree ee ol Oa aon eae Peary 
Hach and AM, )o kite! one yen Goons oe kan pie petery eed mee en Andrews 
The Book’ or Nature Mythe ns: eas, see nae kere ree eee Holbrook 
How ‘to’ Make Baskets) 2.035. 3: 2 fios sow eng ea ee see ee ee White 
Practical and Artistic Basketry: vrs..'f. 0:5 9 eee Usieieanee Tinsley 
Graded Lessons in Hygiene 000 55 ous es ese eel eek eee Krohn 
pwirst Studies an-Plant. dife., 7.05 sc ct eee F< ae ie es Atkinson 
Bird Day and How, to Prepare for It.) ei wa ee Babcock 
The Mosquito <.c)4.25 Meta a de hoa eh a eee Reems Howard 
Language Through Nature, Literature and Art..... Perdue and Griswold 
Albthe*VearpRouitd ssi 725- nhc y os be rene nuleer Utd Son el Ae Strong 
‘The ‘Hiawatha Primers oii ucs 2 dese Paes oe a chee eee Holbrook 
Robinson Crusoe... oe eS h a  4 ewe geile hikes be incl eee ee Defoe 


THIRD GRADE 


PASTORAL PHASE—AGE OF FLOCKS AND HERDS 


CENTRAL FALL THOUGHT: PROTECTIVE COVERING 
OF PLANTS AND ANIMALS. 


Horse chestnut or buckeye tree; form, size, parts, branching, 
bark, twigs, leaves, fruit and buds. Show children how to read the 
story of a twig by means of leaf, flower and bud scars. Practice 
with twigs from other trees. Make a special study of ‘the protect- 
ive devices of the nut, the baby tree inside the nut and the embry- 
onic flower and leaves in the bud. Comparison of horse chestnut 
and pine to discover differences. 

Study live sheep if a flock can be visited; otherwise a cleaned skull, 
feet from butchers, tanned skin with wool, raw wool, carded wool 
and good pictures. Mountain home of wild sheep and protection 
against rain, snow and cold. Food, teeth, legs, feet, means of de- 
fense and escape. Domestication of sheep and use to man in pro- 
viding wool, leather, meat and tallow. Traits of shepherd dog and 
his assistance in caring for flocks. 

The goat and chamois by means of pictures. 

The cow as to simple structure, food and habits and compari- 
son with sheep. Useof cow to man; leather, meat, tallow, milk, 
butter, cheese, hair, horns, hoofs. Comparison of cow and horse 
and its use in caring for cattle. 


NATURE STUDY AND ELEMENTARY SCIENCE 73 


Life on the great sheep and cattle ranches of the west. No- 
madic life required. 

Why man changed froma hunter to a shepherd and cowboy. 

By means of pictures and stories study the deer, antelope, 
bison, camel, giraffe and reindeer. : 

Reeling of silk from cocoons of silk moth. 

Study of raw cotton balls and relation of fibers to seeds. Flax 
and its fiber. Compare fibers of wool, silk, cotton and flax. 

Feathers and their value as a protective covering. 


CENTRAL WINTER THOUGHT: MAN’S PREPARATION 
FOR WINTER BY CLOTHING AND FOOTWEAR. 
Simple experiments to show how heat and cold are not felt 

through pads of wool, silk, cotton and linen. Same for leather. 

Suitability for clothing and advantages over skins and furs. 
Cleaning and carding of wool. Hand spinning to illustrate 

process. ‘The use of the distaff and spindle in spinning. If possible 

-show a spinning-wheel in operation. Illustrate the spinning of 
cotton and flax fiber. Upon simple hand looms have children 
weave yarn, silk, cotton or linen thread. Have children take to 
pieces various types of thread and cloth. Simple accounts of their 
manufacture. The dyeing of fabrics by horse-chestnut bark and 

‘‘diamond dyes.”’ 

If it is desired to teach sewing, simple articles of clothing may 
be made. 

The use of shoe and boot compared with the moccasin. If 
feasible visit the shoemaker. His materials and tools. Exhibit a 
pair of wooden shoes and. consider advantages and disadvantages. 
Have a miniature pair carved from horse chestnut wood. 

Further study of the skin as nature’s protective covering. 
Danger from wet clothing and wet feet. The skin as a respiratory 
and excretory organ. Necessity of keeping pores open. Necessity 
for and proper times for bathing. Danger of bathing when body 
is too warm. ‘‘Cramps.’’ Test various fabrics as to their ability 
to absorb moisture. ‘Test inflammability of wool, silk, cotton and 
linen. Give needed warning. 

Primitive and modern umbrellas. 

Source and properties of India rubber and its use to protect 
body and feet. 


74 COURSES OF STUDY 


Let children design a tent in paper and then make from muslin, 
linen or silk. The advantages and disadvantages of the tent when 
compared with tepee. 

Occasional winter observations upon horse chestnut tree. 

Work of frost upon bottles of water, pipes, rocks and lumps 
of soil. 


CENTRAL, SPRING THOUGHT: NATURE THE SOURCE 
OR SAUL NSUPPLY. 


Call attention to the fact that all the animals studied in the fall 
derive their sustenance from vegetation. 

Man’s dependence upon the soil for all materials supplied by 
animals, 

What plant products so far studied have cone directly from the 
soil ? 

Work out experimentally that moisture, warmth and air are 
necessary for germination. Find out also whether the dark and soil 
are also necessary. 

Count the number of seeds in a small cup or can before and 
after soaking. 

Simple studies upon the origin of soils from rock fragments. 
Collect and study the four important types; sand, clay, loam and 
muck. Absorption and retention of moisture by these varieties of 
soil. 

Have a simple rain-gauge made and measure rainfall. Makea 
small ‘‘hot-bed,’’ compare temperatures inside and outside, explain 
principle and start seeds for garden. Importance of rain, sun and 
soil in growth of plants. 

Compare our own with desert regions. 

Indoor germination of seeds for garden with more or less de- 
tailed study. Seed testing experiments between moist blotting- 
paper. 

Collect horse chestnuts that have wintered out doors and are 
bursting open, plant in rich soil and care for until Arbor Day. 

Have children select various nuts and fruit seeds for germina- 
tion. Gardening with each an individual bed and some few in 
cominon. Importance of cultivating and keeping down of weeds. 

Simple study of the earthworm as a friend of the gardner. 


NATURE STUDY AND ELEMENTARY SCIENCE 75 


Animal enemies of the garden, transferred to the school-room, 


fed and development carefully observed. 


The habits and damage to furs and woolens by the clothes 


moth. 


Importance to the farmer, gardener and fruit grower of birds 


and bats. Hstablish a bird hospital for birds too early out of the 
nest. Make each child feel responsible for the protection of help- 
less birds against cats and boys. 


Collect toads for the garden and emphasize their importance. 

Flowers of horse chestnut and pine compared. 

Arrange to have garden cared for during summer vacation. 
HELPFUL LITERATURE 


PR ACUTE stil VEER tO time | al eye at ge fr teehee enn Hodge 
SICOLEL ESGOSISAM ee Se. cite eile sida anys bia cee Welt \t '¥an 5 Sue ha rae Longman 
TARO OORT OL MNATUTEPOLICLY os vay id's atm isi fests «asl gg os on wecaleets .... Lange 
DIAL et OL IME te L'a res at Was b Sin Sa’ of ne OAs aie tuiy ays dele Oe 8 Jackman 
PPCM ee Mic Pec SEIA ISS SS yale 21a wai a: sit Gay sieisn sola bid'd Wee deiarets cas Shaler 
eae OL me aS sb fetes Sac cca Whdccleleteciwlnle spoon go 4 mae Flower 
SNAG MME DIRe eerie Os oe cc 3.08 tek be seth bed as pula Wa dele eles skeet s Sewell 
POE eh Gl GC IORI ANS. ici wwe vie se oleic poe sie s 05 eaccee Ol vialefesy olaca’e Wright 
Wild Animals l-Have Known... ...~.06.6.86 60% ..... .Lhompson-Seton 
TeV CGO Mat eeyEILIUCI Vey) t alse s sig 2G tebe Aes de la geaie He's Thompson-Seton 
ERIC a ey OPE MITIVALG OSS Oot Sus aie ole kV chen) Sate g be bis'e alee Groos-Baldwin 
ROE OR CORE ULPAN Ga VV-OOL. oy. Swe i504 is 4 wield bene a oly Browne and Mayne 
Silk, its Origin, Culture and Manufacture............ Nonotuck Silk Co. 
Short Description of Silk and Silk Manufacture,.......... Cheney Bros. 
Ra eee MULLET ee ee eae eee ceo ANS a Star sig) ais oS ck Gls oo ae Kelly 
PILAR el LOOUUBV CA VINI@e sre rr cs ts ch he vgs os be adic art eteaneas Todd 
INEtUrAnETIStOrY LeSssOng stl too aah 0c batt at cle olny ot wtelarst hee Black and Carter 
Pie COO Planet AL te tents alge ho ates cen elie seine Ale hed eae e True 


Yearbook of the U.S. Department of Agriculture, for 1903. Cotton, 
Silk, Corn. : 


NG scOnyiOresueCOUow Plane. o. .. 5.1% 0 s> 4/46 iy wee Spas we pels oe Wilkinson 
porte StOr VOL COLLIE. , sat ay a ee clcen Me Ges taal Smet eee ee eee oes Brown 
EATIVCLs OLR LEV STONE ea rMtantes tats One EN bed old ate Seeks he, habe ein Bissell 
Notes on the Frost—Farmer’s Bulletin No. 104...........+-.. 

Lhe Soils oe eea cee to. ots Lee Ros SOM RP ER TOE EG coe .King 
EG WIN CcHOR Valin ea a din ad ey oaths co dlar tons Mine gic $a Wo aaailn y giells Kingsley 
SlOMICS Ole CA PIATIC Pe afer tie ys Lt cars 5 Panic ew Rea Ae aceck o atadi en atte is Proctor 
ihe Stes 1s SONG AUNCeL CPCI 27 os ys cee dawns Gene nda Gr ewele o's 5 Porter 
Roree otuidiesiime blag Mile. goss we eee 22k ok et ad Ce as aes Atkinson 
Seen DADles tas. cee walt eM ai aluie a wiuvaie Wh unease hR eee aleen, baa S Morley 


Agriculture for Beginners. iy. oss ves ce ees es Burkett, Stevens and Hill 


76 COURSES OF STUDY 


Practical Apriciituré.. cjigeue sb: keds ee ead ete ee ee ee James 
Hirst Princtples of Agriculture... unos tes seaes es Goff and Mayne 
Principles of “Agriculture 2. 257 2.2553. Gils. coe sees ele eo se dee stan Bailey 
Children’s Gardens iso Oe waa ance or eh as tebe ene ne eee Miller 
How to:make School .Gardensii.. 649.05 W049 + oak be net eee eae Hemenway 
Ahe: Vegetable Gard 6n.y. i6 duce, sheet Aste papas wees bakes eee Greathouse 
A Reader in sBotany 5 Uc 3 oe os acre lok ee ee Newell 
Pron Seed tO AjCAl | caaiscts seis cule a oie nee > ORE bakes! oe tn ee se eer Newell 
Vegetable Mould ‘and Patth worms: .9.0 44 0.02 bop Pesce oe eee Darwin 
The: Insect. World shinee). Aes Oe ch Neca cei. teeter ee Weed 
Injurious Insects of the Harm and, Gardens iy asc.c-s hee Treat 
insects Injurious ‘to; Vegetations.c7a1.cc y+ hates acme as oe cen Harris 
Insects of the Garden... ........ Sia d aha Wide Case Neo re Pee ee Pettit 
Tenants of an: Old Marmyy toca 6 0t2e pecnat ote eee ee tee eee McCook 
Spiders, Their Structure and Habits...............-.- Pere Ae Emerton 


FOURTH GRADE 


AGRICULTURAL PHASE—AGE OF CULTIVATED PLANTS 


CENTRAL FALL THOUGHT: STORAGE OFSFOOD Ey 
ANIMALS, PLANTS AND MAN. 


Live rabbits in schoolroom, or on grounds; structure, habits, 
food,,,enemies, adaptation. Failure to store food and consequent 
disadvantages. Beets, carrots, turnips, kohlrabi, cabbage, parsnips 
from children’s garden. Plant storage in roof, leaf and stem. 
Utilization of this food by rabbit, other animals and man. Meth- 
ods and reasons for cooking vegetables. Pet squirrel in school- 
room, or on grounds, if procurable. Comparison with the rabbit 
as to structure, habits, food, enemies. Find reasons for differences 
between rabbit and squirrel. Homes of squirrels, storage of food 
and advantages. 

Study of oak, hickory and walnut. 

Storage of food in nuts and utilization by squirrel and man. 

Varieties of squirrels and rabbits by pictures and stories. 

Other gnawers as: beavers, ground-hogs, muskrats, prairie- 
dogs, mice, rats, etc. Comparison of teeth of cat, dog, sheep, 
and man. 

Corn, wheat, oats, rye, barley and buckwheat from children’s 
gardens. Gathering and threshing of grains illustrated by the 
hands. Use of knife, sickle, scythe, reaper and binder by pictures. 


NATURE STUDY AND ELEMENTARY SCIENCE 77 


Storage of the white powder (starch) in grains. Study physical 
properties of starch and test with dilute iodine solution,, Manu- 
facture starch from potatoes. 

Thanksgiving theme:—food. Have children collect and dis- 
tribute to needy. Before weather is too cold arrange some beds of 
bulbous plants for spring; tulip, daffodils, snowdrops, crocus, June 
lilies, etc. 


CENTRAL WINTER THOUGHT: USE OF STORED VEG- 
| ETABLE FOOD IN THE HOME. 


Why the growing of vegetables and grains required a settled 
life. Opportunities afforded for a better and larger home. 

Have the children unite in the construction of a log cabin. 
Mould from clay small bricks and allow to dry. From these bricks 
construct an adobe house. Stand some of these dry bricks in water 
and observe effect. Thoroughly dry some bricks and heat intensely 
in afurnace or anthracite stove. Stand these ‘‘burned brick’ in 
water and observe. 

The making, drying and burning of household pottery. 

In small vials, one for each child, dissolve in water some sugar 
or salt. Taste. Using a glass funnel and filter-paper filter a solu- 
tion of same and taste. Evaporate water, condense some of the 
vapor for tasting and recover substance dissolved. Try to dissolve 
starch in cold water, filter and test with iodine. Boil a little starch 
in water; filter and test for starch. Conclusions? 

Test a large variety of food substances for starch and prepare 
lists. Bring out necessity of cooking starchy foods. Primitive 
boiling and baking illustrated with hot stones. 

Picture the life of pioneer days and of frontier life today. 

Boil for a few minutes in similar vessels and the same amount 
of water several sound kernels of corn and the same number of 
cracked kernels. Filter the water from each and test for starch. 
Necessity for cracking or grinding starchy grains. Selection of 
suitable stones by children for this purpose. 

Let each child design and mould in clay a hand mill. Teach the 
evolution of milling by pictures and stories. Visit a flouring mill. 
Bread making in school, at home and at the bakery. 

The teeth as a mill; variety of shapes, uses and care. Hygiene 
of eating. The harm of stimulants and narcotics. 


78 COURSES OF STUDY 


Typhoid, consumption and diphtheria in water, milk or other 
food. Condemn and abolish in the school-room the common drink- 
ing cup, pencils in common and the slate and sponge. 

Bring out clearly the especial need of sanitary precautions 
about a fixed home as compared with a temporary one. Sanitation 
of vegetable cellars. 


CENTRAL SPRING THOUGHT: USE OF THEIR STORED 
FOOD BY PLANTS. 


Germination of corn, wheat, barley, buckwheat, etc. in late 
February in moist sawdust or upon clean blotting paper. Have 
children discover the loss of starch in the seed. Pinch off the 
kernel of corn and chew the stem. Conclusion ? 

This sweet substance (sugar) could have come only from the 
starch. Develop the reason for this change, recalling previous expe- 
riments. When the season is sufficiently advanced tap some hard 
maple trees, collect sap and boil down to syrup and sugar. Split 
some maple twigs and test with iodine. Develop probable source of 
the sugar, the reason for the change and what the tree intends to 
do with sugar. From pictures and stories describe a ‘‘sugar bush.”’ 
Visit one if practicable. 

Soak a supply of barley and when starting to grow kill with 
dry heat which is not sufficient to burn. ‘This is malt. Have the 
children chew a few grains before and after germination. Get a 
supply of ground malt, soak in warm water, filter and evaporate. 
This is malt sugar, or ‘‘maltose.”’ 

Fill fruit jars even full of ‘“‘culture fluid,’’ cover with mosquito 
netting, on which place germinating corn or peas. Prepare others 
similarly but use rain water. Account for results and develop uses 
of root to feed plant and hold it in position. 

Study flowers of soft maple and later of the hard maple. 
Development of flowers into seeds. Love of bees for the soft 
maple, together with the gathering and distribution of pollen. 

Place in suitable vessels of water specimens of carrot, turnip, 
parsnip, beet and kohlrabi, preferably those raised by the children. 
Their use of stored food leading to growth, flower and seed. ‘The 
purpose of the first year’s growth and storage is now apparent. 


NATURE STUDY AND ELEMENTARY SCIENCE 79 


Carefully take up early weeds as dandelion, mullein, thistle 
and burdock, noting food in root, and consider advantages: 

Sprouting of Irish potates which do not need to be placed in 
water. Place sweet potatoes (not killed by heat) in bottles and 
grow a vine. 

Collect acorns, walnuts and hickory nuts that have wintered 
out doors and continue their germination in moist sawdust. ‘Their 
use of stored food. Place these in window boxes, watch growth 
and later give a place in the garden. 

For Arbor Day set out maples and nut trees. In the garden 
set out turnips, kohlrabi, parsnips, carrots and beets in order to get 
the flowers and seeds. Examine bulbous plants that have been 
set out in the fall to illustrate use of stored food. 

Lessons in transplanting, cultivating and fertilizing soil. Have 
individual flower beds giving freedom of choice. Competitive flower 
rearing with dwarf nasturtium. Experiments and observations of 
same plant growing in various soils. 

Compare ripe and unripe fruits with reference to presence of 
starch and sugar. Danger from unripe fruits. 

Action of saliva on starch and necessity for thorough mastica- 
tion. 

Suspend a large moist sponge and sprinkle over it a liberal 
supply of flax seed. 


HELPFUL LITERATURE 


Flanduook of; Nature r Stud yircvet’. asses cre te hapatlaah aie wes Seige Lange 
Object Lessons in Hlementary: Scierice, os foe kd. nace ee ees Murche 
SCVEUICO: CANO Toate Oise)! oe wala yl raecstois nati aste aitat oid Ace tes greet Murche 
molurtels anw Gtaer, Pir) Bearers, oy... ss sean a eats casas ees Burroughs 
VW St OLA VVLOCKEEE OLE Cc S0 sb teins ls s'a's ta’ Sy Save ae eee data e eee eal s Long 
VIC CID ORS 12s | ectiinh Wake we oO Wats divi «ld anche temeealaie wishes Ingersoll 
CGuninys Cons Ws nee tn ks cee Aue A ee nth nied Malet EP ee Ingersoll 
HOMES OGLE AMIETICANS syle 'c. oa? Gaile ses ok Uneaten ie oe am eaae eee Wright 
WildtAniinais fb HaveskhOwiy: 05 a 56 +54 o2 ce dee eileen: Thompson-Seton 
POpUlar WaluralelistOLy ce suse ssl ant see ata a nun ee see Wood 
Perens; Wort KNOWI0S 6 ose fe wa ve he gD ccendieiee Manse ey stil ove eee 3 Ingersoll 
Wamniliam Trees and, their Leavesin tic vies sis <n sine ainsi Soci ee se Mathews 
MLOMes Of THGtLICGN Sri.G hi Po tN Guineas Sade pee hee wlan eute e Dyson 
PIECES IN EIOSE: ANGs LOCK View stu: Laltire.es boa aiitiawe wane’ Stone and Pickett 
Me Oake 2. satan eee nut cans tends erie cen lei ce a emai tic ety oa Ward 


Leaves and Acorns of Our Common Oaks.................2000 08 Wyman 


80 COURSES OF STUDY 


Hirst Book of o Forestry; i: io. sadeue estes eel pun Uber > hy Ge ae ee Roth 
Domestic Science in Grammar Grades .............e cece eeeeeee Wilson 
Woman’s Share in Priinitive-Caltute yf. 200). c0 eee eee pee Mason 
Story. OF Wheat s est 20s ae wise sare certs totes Se oe ee ree he Halifax 
Elements of the Theory and Practice of Cookery... Williams and Fisher 
Bread and Bread Making (o.0 0. vine deb ounces Farmer’s Bulletin No. 112 
School Sanitation and Decoration.................... Burrage and Bailey 
Graded Lessons in Physiology and Hygiene...................... Krohn 
School HySiene., cts spc 4k a yew te cee add eiths bnols) Rina een Shaw 
Storyvof *Gernt Tile si oss ousels ca sa Ge ess ha Se Wn cee net ee Conn 
Our ‘Bodies and How Weive.s ioe oedset tacwecss eee peeeeee Blaisdell 
How ito; Make. Pottery: th), 05) foes os Sab ek hee seas ele ee White 
Real/Things tn Natures Gs ch beet os chi ee Gh pen = Caeeaane Holden 
Nature Study With Common: Things |<... 5.0s%c.4 = ae dares ae Carter 
Natural History jessons >: so avae onsets aa eee Black and Carter 
ane Maple Sugar industry: jo oie yeas shuts see alg eee Fox and Hubbard 
Great American Industries. Vols. land II.... ........... .. Rocheleau 
Lifejon ithe: Farm  oo7sike.. ease 5's abare wine Stalker Sheperd 
The Great World’s:Marmic.... \c.c¢). < ii be eae} Game eee ee Gaye 
Lessons WithiPlants jy. 2k: cei oc ne pede kaye been Je eet Bailey 
The Soihig bcc se Aes Fe exes oie aes circa Cenk se en re King 
How Crops Feeds ss 50 Waste Akh has Sole tiara ee ee Johnson 
Lessons in Botany—Flower and Fruit ........5......ceceucceces Newell 
Hirst Studies in Plant Lites. o.<ciy i. ane ee 1a ig ghd eles a ie etn Atkinson 
Nature Study 2.02.20... .. see teee ese ce ee se eeen cseeeeseeneecens Hodge 
Tree Planting on Rural School Grounds....... Farmer’s Bulletin No. 134 
Aboutithe Weathers o- 0.2 hos eiasarek aoe be rT ee ey | Harrington 


See the Third Grade list upon Agriculture. 


Fol als Die RAs 


COMMUNAL PHASE — AGE OF COOPERATION AND MUTUAL HELP- 
FULNESS 

CENTRAL FALL THOUGHT: COMMUNITY LIVING AND 
THRIFT. 


Grasshopper studied afield anc indoors as to structure, habits, 
adaptation, food, and enemies. Shiftlessness of insect, failure to 
provide a home, to cooperate with fellows, to store food and result- 
ing consequences. Variety of grasshoppers, crickets, katy-dids, 
etc. 

The hive bee studied afield and in glass observation hive as to 
structure, habits, adaptation, food, and enemies. Industry, coop- 
eration, patience, thrift, loyalty, home and abundant food supply. 
Contrast with condition of grasshopper. 


NATURE STUDY AND ELEMENTARY SCIENCE 81 


A study of beeswax; color, odor, taste, feel, plasticity, light- 
ness and melting temperature. How produced and use in making 
comb. Study of some old comb, shape, size, arrangement and use 
of cells. Physical properties and source of honey. Study, inci- 
dentally, the flowers that are visited by the bees. 


CENTRAL WINTER THOUGHT: MAN’S PROTECTION 
AGAINST COLD' BY FIRE 


Develop physical properties of carbon from charcoal. Make 
charcoal from pine splinters by heating in atesttube. Describe 
manufacture upon a commercial scale. Discuss the various uses of 
charccal. From washed specimens study hard and soft coal. In 
soft coal find traces of plant structure and explain origin. Coal de- 
posits in the United States, its mining and transportation. Im- 
portance of coal in the home, school and factory. Our dependence 
upon the miner and his arduous and dangerous life. Illustrate 
method of making coal gas with clay pipe. Visit gas works, if 
practicable, and get samples of coal, coke, tar, etc. 

Origin of natural gas and petroleum. Combustion a union of 
carbon and oxygen with evolution of heat; wood, charcoal, coal, 
coke, candles, kerosene lamps and gas. Properties of carbon diox- 
ide gas and danger to life. Limewater test. 

The smothering of incipient fires ; home and clothing. 

Investigate methods of heating school and home; _ stoves, 
furnaces, steam, hot water. Fire getting by means of matches. 
Gunpowder and explosives. 

Effect of heat upon liquids; expansion and evaporation. Con- 
densation. Application to clouds, fogs, rain, dew and frost. Satu- 
ration and dew point. 

Principle of thermometer explained. 

Effect of heat upon solids: expansion and melting. | Applica- 
tion. Effect of heat upon air; expansion and production of verti- 
cal currents. Hot air balloons and hot air wheels. Application of 
principles in the ventilation of rooms. Introduce a very simple 
barometer and explain its use. 

By charring small bits discover that carbon is a common in- 
gredient of practically all our foods; starch, sugar, meat, fruits, 
etc. Present respiration as a process of combustion by which the 


82 COURSES OF STUDY 


body is warmed. Animals and man. ‘Test breath with limewater, 
anda jar of it with a lighted candle. Organs of respiration ; the 
Jungs and skin. Waste matters exhaled and necessity for pure air. 
Regulation of the temperature of the body by evaporation. Colds, 
influenza, pneumonia and consumption. The respiratory processin 


germinating seeds, the giving off of heat and production of carbon 
dioxide. 


CENTRAL SPRING THOUGHT: ANIMAL AND PLANT 
CO-OPERATION. 


The study of the bee continued with the observation hive. The 
rearing of young and the life history directly observed. The queen, 
the mother of the colony, and the devotion of her children. The 
gathering of beebread and the work of the nursebees. The gen- 
tlemen bees of thecolony. Making comb, gathering nectar, clean- 
ing, guarding, and, in the late spring, ventilating and swarming. 
Fate of the drones. 

Study ants afield and in school nest. Members of the ant com- 
munity and their duties. Stories of slave making and agricultural 
ants. Search upon shrubbery and grape vines for ants’ cows 
(aphids). Why ants are not welcome in flowers and devices in 
nasturtium to exclude them. Watch ants trying to enter these and 
other flowers. Industry, perseverance, courage, self-sacrifice, loy- 
alty and willingness to cooperate as shown by ants. 

Have children deduce those human qualities necessary for an 
ideal community. Professional tramps and thieves as notably lack- 
ing these qualities. Develop the impractical nature of modern | 
socialisin. 


HELPFUL LITERATURE 


PSOCt Wale apn: stg Sah oo Ue We Boe OWN Serle ata feta ete ee Comstock 
Ways of the Six«Footeq. ier riced cctevine te eee Wee ee eee Comstock 
Hlementary Lessons in Zoology .4.% 00 Gods ih os bleh oe ce wets oe Needham 
‘Lhe ‘Honey Beersi. rol. daw: Orias acm eee eee eee eee Langstroth 
The Tite of the bee sy. . ao. ue ice one ene ke eee Maeteclinck and Sutro 
‘Lhe Bee \People c. . ty aire owia Cerne cote eS ber walle ae eee Morley 
The Honey. Makergy 352) o's sceacan \ aetna ot ee eee Morley 
Bee Keeping and the Honey Bee. Farmers’ Bulletins Nos. 1 and 59. 

Adits; Wasps and: Beess sre. CGS, . ak eee te tape Lubbock 


Locusts and ;Wild Honeys. .cizhsecad finan the st so ee eee Burroughs 


NATURE STUDY AND ELEMENTARY SCIENCE 83 


Bias AN le DORR ern Gi, acs er dace ase ite wie bS «aaa ee ay os Burroughs 
loweta alice) NGln ESOS le ota ry af od te cig aise bn aw Conic oe nag t Morley 
Wie V CXrcROUNUSE HOOKel 2 ca acuity tet oles ass ike dai deee) *,... Strong 
TECICONVAIMOELELS deren tace ne fst in Mies hips a a cies o's esa ea ee a ee Gems Morley 
Seeds Dispersalse s,s cess es s's 6s Daa a eee vt Ene ue eee, a ee Re, Beal 
PECUMLIAVCMCLOM Ee ccd sieht Ga Saree nl yest A Pe Gaietee: tecedid tikes te Weed 
Higwere sb rilts-and, Leavesar ts sls Shen ce dace ood d alee kee eltebs Lubbock 
Pert izationrolg © AMS ated bonne «utd sled Clase poste Bu cae Pee oe ae Lubbock 
Cross and Self-Fertilization in the Vegetable Kingdom.......... Darwin 
The Corn Plants, Their Uses and Ways of Life................. Sargent 
SeUOL evil ges DAK ee et SUIS le heat ee ne ca Derek Cateye Fall 
Peat vrOR yay leCe DP Onli ge) Os scion chet s brher able cone wt Martin 
Peel OR Cis (AOA ls ative eiiia, ci cmneui ics Battin Sakis SEs ba Oe An wen hes McKane 
(reat cAmerican Industries | Voli TU. 20s eilane lies ceri sae ek Rocheleau 
MO An IN OO VN EUICS eaters PIN vine se salah tasctaly art dais alert cls wlniaatene akstoners Green 
PUL GUY Pie OU e s BOOK. Div ve se eave Tie cas c es o 4 oy 4a she sila nto Strong 
Bomeiien 6 Ones IGeSsOnsy cs. .'ss shea s bie e's Salmon and Woodhull 
Gee ner OL ye OPIS LOL Fa erat. wie so kod lend ons beds ooh vaste Rea Dana 
SOLERO SUI OE PCI IN hard aS Fe wo als tal at 3 cic sha bless-tbya, ated esas Winchell 
PETES EER eck ea eo 0s Se Cai er er a ae Si Ree od Cavanaugh 
Pie MC ated sree y ey CANCle ye ce ies Gi cue wanes ens saa'ewial ees Faraday 
MOT etrt ee VINER REIS ATG oo uci inl dix os avs oe Unee hes Heees Heid c Lassar-Cohn 
Puetieviary MeccOte. ity PHYSICS... soe. os eee leew aguy = cutind Gifford 
Ee eset tates DMICPERR a ets 1's wie 2A vie ot ne ania ov Se Rae hE Seek g's Higgins 
Tire CONERG IIB YGICS cio. e So Sale ele eit eile weeds Millikan and Gale 
First; Lessonsin Physical Science. oi: ....cisees Vea ee Avery and Sinnott 
er MUR Pew ECL Y, Cease ofp Gm Fale ores aig oO ook 4 oh Sie Reo winoledt Jackman 
mr dtemiatierociences CedeHing tac): Ven ste rks eco hae le aos ee Howe 
The Child’s Book of Nature...... eke Sed eiste ye Oe alana ormiiertat wea pealee Hooker 
Perse pa itt PCIE LUICEMMOWICAIE rnc sss wlelc cess ces cloes eee ee esos ses Bert 
Gatrratiscand: Other. Lales, jiatw oo voesia ns sees dees ce eo rie ne Howliston 
Nature’s Miracles.......3:.6.3.. SER coh apd ahd eta wig sare aAd ater eCn Gray 
PY GITIOTICAL Vr MLCLCOLOLOS Vi oa ct sik a's neo) mins oes ome alan dleciy i beeen diaeviars ar Waldo 
pp ites COCOAT 4 OLE AAT cin a tn i 36 tol EG at Beate hig che vie ae patie Gays .Giberne 
PONT UGE WEALNCR ra.c4t wlan ew sh wn seit 5 he wines. #5 ope aces Harrington 
School Sanitation and Decoration................... Burrage and Bailey 
Handbook of HotselloldsSoiences. i730 Ue we Se. oa ees Youmans 
Among the Moths and Butterflies....... Ban ou teraees ahs! Ballard 
RIGS OC) DULCAEAIES ey cen? /e siete See cs sine aioe a oe ke Dat gareel ees Dickerson 
A CTIPC ONGC SAC ATOM tt tesater ele iai sale, pede sos Tse aio ela alecal AE, wy cs Hodge 
A MGrNUSSET YE DOO Rene Sy Hole de tno ue eee oad ae ake euler te 6 Bailey 


Practical Garden hooks nate eects Poe ene ee ve diem ogc cae ta ee om Bailey 


84 COURSES OF STUDY 


SN SCRA 


MINING AND MANUFACTURING PHASE — AGE OF INDUSTIAL 
SPECIALIZATION 


THEME FOR THE YEAR: UTILIZATION OF NATURE’S 
INORGANIC MATERIALS AND ENERGIES 


Fresh water mussels in a large shallow tank in school room. 
Valves, foot, locomotion, siphons, currents, mantle, gills, palpi, 
muscles. Structure of valves; epidermis, prismatic and pearly 
layers. Action of dilute acid upon each. Lime carbonate. Struc- 
ture and formation of pearls. A collection of oyster shells for 
comparison with mussel. Test with acid snail shells and coral frag- 
ments. Limestone the product of shell and coral accumulation. 
Properties of limestone, varieties, uses, distribution over state. 
Formation of marble, varieties, uses. Calcite; color, luster, weight, 
cleavage, hardness, streak, action of acid. Study the incrustation 
from the tea kettle and then calcareous tufa, hot springs formation, 
stalactites and stalagmites. Precipitated chalk from limewater and 
carbon dioxide. Use in tooth powder. 

Erosion by running water, wave action and icesheets. Sorting 
pawer of water and accumulation of sand and clay deposits. Sand- 
stone; formation, varieties, properties, uses and distribution over 
state. Clay, shale and slate; properties and uses. The formation 
and properties of chalk and marl. Cement manufacture from clay 
or shale and limestone or marl. Uses of cement; sidewalks, curb- 
ing, bridges, houses, etc. 

Galenite studied as was calcite; reduction to lead on charcoal. 
Properties and uses of lead. Comparison with ore. General prop- 
erties of limonite, hematite and magnetite, including effect with 
magnet. ‘The alteration in limonite and hematite by heating upon 
charcoal. The reduction of iron ores to iron, its properties and 
uses. ‘The manufacture and uses of steel. Loadstone, magnetism 
and the compass. Pyrite and chalcopyrite, properties and reduc- 
tion. Native copper, its properties and uses. Color imparted to 
flame both with and without hydrochloric acid. Test the chalcopy- 
rite in this way. Properties, formation, occurrence and uses of 
rock salt. Baking soda and soda ash from limestone and salt. Uses 
of soda in baking and glass manufacture. - | 


NATURE STUDY AND ELEMENTARY SCIENCE 85 


Principles of simple lever; fulcrum, power, weight, arms, law 
and various applications in quarries and mines. Pulleys and wheel 
and axle as types of continuous levers. The derrick and its uses. 
The principle of the inclined plane, wedge and the screw. Supposed 
method of building the pyramids. Modern fire-proof buildings of 
steel, stone, brick, cement, glass and slate. 

Properties of a piece of dry, cleaned bone; color, luster, weight, 
hardness, manner of breaking, strength, etc. Presence of carbon, 
show by incomplete burning and production of bone black. Com- 
plete burning in a stove or furnace, and only mineral matter left. 
Comparison of burned and unburned bone to discover what proper- 
ties are due to the burnable (organic) ingredients. Test burned 
bone with dilute acid to show presence of carbonate. Other mineral 
matter present, which will dissolve, but which is not a carbonate, 
(lime phosphate). Individual estimates of amount of carbonate 
and phosphate present. If feasible, weigh a dry bone before and 
after burning to get amount of organic and mineral matter. Soak 
a sheep’s rib in dilute acid to dissolve the mineral matter and dis- 
cover the properties imparted to the bone by the organic matter 
alone. Examine the bones of some very young animals, as those 
of arabbit. Conclusions as to composition. Bones in the body for 
protection, shape and use as levers. Hygiene of and repair of 
bones. Shapes, structure and names of a few important bones of 
the body. The nature and use of muscles and tendons. The effect 
and necessity of exercise, hygiene of muscles and principles of 
training. Nourishment of muscles and bones by blood. Circula- 
tion. The effects of alcohol and tobacco upon muscles. Location, 
action and names of a few of the important muscles. 

The windmill, a type of wheel and axle for utilizing the energy 
of air in motion. The water wheel in the same way for utilizing 
the energy of running water. 


HELPFUL LITERATURE 


Elementary Lessons in Zoology.......... Se ioae Mere ewes Sica Needham 
b Navbeat.§ g8 Sfey a sl Sen ge Pea ge RE PLT Dey. | SOR Rona ae ee A ant Jordan and Heath 
Pltap OD ks ti GOO lla y rel alk ahd. inane eae ag poe OAS eae ERIS plate Shaler 
ePMORILEL en, LISA OLORMIns mie eae Wel nara inad aul Rauns Tomuue een Heilprin 
Cre Olopicals WwerentOny, soa os oS) Wwe a Seer ys chara wer ae a Winchell 


Guthties of) the Harth’s: Historyera*.c ca rntie punts oe betes Ab ce aus Shaler 


86 


Y 
od 


by experiment. Magnetism; attraction, magnetic poles, how to 
make a magnet, magnetic needles, law of magnetic poles, effect of 
breaking a magnet, the earth a magnet. Static or frictional elec- 


COURSES OF STUDY 


Towhiseclogy i.e wre class evan ee Oss SP othe ne clas ee Ee Kingsley 
ROCKS and -Minerateyckce hoo uy suse Sieve este on oe ee Fairbanks 
Great American (Industries 0506. |. ine bes ee oe Les ane Rocheleau 
Longman’s Object’ Lessotis oon cs eee ine Salmon and Woodhull 
BiretLessotis in Wineries toca oc ewes oe ieee Ries wine Richards 
Common: Minerals. 76599 0OUN ys cee eee eee Se eee Crosby 
Thirty-six Observation Lessons in Minerals .... ..............-5- Clapp 
Up and Down ithe: Brookes ova! oben ae ener ae i age eee Bamford 
Mineral Resources of the U.S. U.S. Geological Survey..... 

Heonomic:Geo. Opy of #Be U5... ono asks ca loa een eee foe oe Ries 
SEOTY Ol GIASS cpm geen iat ry at iar etaie ae ae Pot ate At ES 4 Hanson 
Drama Ol SCs lase ).. sive ha eects ees ok ane tae tae anne Field 
Glass Manufacture. Pittsburg Plate Glass Co............... 

A Contribution to the Natural History of Marl............2....... Davis 
The Portland Cement Industry in Michigan....... ............. Russell 
Hléementary Meteorology... ccd gs ch wwe ss 8 ea eee ane Waldo 
About the Weathers i500). 5 eee walelatee ch, 75) Cement mee c Harrington 
The Human: Body i... 44 0 eos Sets on ene Martin 
How to..KReep Well. 2.8 oct oo ace ediincs Se ae eee Blaisdell 
Graded Lessons in Physiology and Hygiene...................4.. Krohn 
How to :Get Strona. 5 dns ict. cb Der nig eee Ree ane Blaikie 
Physical Training for Children ....2, 04) sce oe See Hancock 
Nattrrey Study.o70\ 3s ciaw cc ciel scene srieconecn pi 206s) opikeeseaea ee Jackman 
First. duessons in Physical Sctence. 0.125% soe ace Avery and Sinnott 
Physical Science at Homes. fi... cui ce eee hate eee Trowbridge 
The Transportation and Lifting of Heavy Bodies by the Ancients. Watkins 
Boy’s Book.of: Inventions 7.) si.c0 <. ves a tein eee ee eee i: Baker 
Stories sof srivemiom. sea. hak Bi aba bs ete eds «a's wi Hale 
A Study of Elementary Magnetism and Electricity.... ...... St. John 
Things a Boy Should Know About Electricity ................ St. John 
The: How. and Why’ of ‘Hiectricity 7.04.7... tls ee eee ae ee ey. - Child 
Blectricity ini Moderneiifes sivas ae aay mean De Tunzelmann 
Av Century Of; Mleciwricity ic ..s eed paue ese mace eee eae . Mendenhall 


© EisVeks NG ig Gae A its 
FALL TERM 


Magnetism and electricity should be taught almost entirely 


tricity; electrical attraction, electrical repulsion, kinds of electri- 
fication, laws of electrical attraction and repulsion, electroscopes, 


NATURE STUDY AND ELEMENTARY SCIENCE 87 


use of the electroscope, conductors and insulators, induction, the 
electrophorus, the leyden jar. Current or voltaic electricity ; a vol- 
taic cell, electro-magnets, heating effects, blasting, arc lamps, elec- 
trolysis. 

Throughout, the work is made as practical as possible. In 
connection with the work outlined above, there is taken up simple 
action of electric bells, telegraph instruments, dynamos and electric 
motors. When possible, visits are made to the power plant or 
electric light works. 


HELPFUL BOOKS 


a. -Pirst. Lessons'in Physical Science, .. 2.2.2... 06. .ccc0e: Avery and Sinnott 
Pityeteal SCLENCe AC LLOME? orice: che is CU eA GG bie bs oes oye Trowbridge 
A Study of Elementary Magnetism and Mietncity by Experi- 

AVENE eee atta se ey Geet ay Cocts We wkend s/t Se 6 8 eke See 6 Os St. John 
Things a Boy Should Know About Bicetricityoeme, sth: sacs te St. John 
PULeCUr GIVI ie MOC CLIT UIC. cae ey oh cis dewey ee ub weno s De Tunzelmann 
eC Ree UCHR SPC LEVO LEV oy. fF aih os a vo ate alle’ ales b aed tye we « Mendenhall 
Me eNO aE EEO BLOM are tos Soeur a6 es Ese inS ces wie es oe aye os Hoe he ee Gage 
Entronecriommormnysical Science, oy 2.5 ee Oe ww ba bh ee Gage 
Diyetes( Rewisetepoa se. 020.2 reek dy dee SRE eh Hall and Bergen 
PU Mea eC ELICICY coer) 0 iets seca sda sie eS vd Siglo wie ed wedi ce xs Barnard 


WINTER TERM 


Physiology—the digestive system. 

Food: necessity of taking food; sources of food (animal, 
vegetable, mineral); preparation of food; cooking and the effects 
of appearance on palatibility; kinds of food; proteid, carbohy- 
drates—starches and sugars, fats, salts and water. 

Digestion in mouth—mastication : structure of mouth; teeth, 
structure of ; crown, neck, root, enamel, dentine, pulp cavity, 
nerve, cement; kinds; milk teeth, and second teeth, number, 
etc.; care of teeth; decay, how caused, how to prevent; tongue, 
description and use in mastication; salivary glands, kind and 
number; submaxillary, sublingual, parotid, use—to secrete sa- 
liva; saliva, composition, 99 per cent water, salivary ferment, 
ptyalin, chemical action. Changes starch to sugar. Show with 
crackers. ‘Treat starch with saliva and by iodine test for starch 
and Fehling’s test for sugar show change due to saliva; structure 
and movement of oesophagus, condition of food on entering stomach, 


88 COURSES OF STUDY 


Digestion in stomach: form and structure of stomach, mus- 
cular coat, use of, inner coat, form and use of. Composition, water. 
Hydrochloric acid. Enzymes, rennin and pepsin; rennin, acts on 
casein of milk forming curd; pepsin, acts in presence of acid on 
proteid and connective tissue, splitting up molecules into less com- 
plex ones forming peptones. No action on fats or carbohydrates. 
Does not break up all of proteid. Cause of secretion of gastric 
juice. Psychic cause. Reflex action. The effect of alcoholic 
liquors upon the stomach. Process of digestion in stomach. Ab- 
sorption of food in stomach. Veins; portal vein, liver, hepatic, 
inferior vena cava. Chyme,—its appearance and expulsion into 
small intestine. , ] 

Digestion in small intestine: form and length of intestine, 
structure of walls, muscular coat, villi, lacteals, veins; glands, use 
of. Secretion of intestinal juice. Contains Na?Co, alkaline, 
which neutralizes acid of gastric juice and acids formed in the 
breaking up of fats into fatty acids. Pancreatic juice. Source, 
pancreas. Description of pancreas and its method of discharge 
into intestine. Composition of pancreatic juice. HEnzymes—tryp- 
sin, acting on proteid; amylopsin, acting on starch; steapsin, act- | 
ing on fats. Action of gastric juice stopped by pancreatic juice, 
HCl neutralized pancreatic juice by far the most important of 
digestive fluids in producing chemical changes. Bile and its 
source. Description of liver. Composition of bile. No enzymes. 
Action largely on fats. Where bile is prevented from entering, 
40 to 60 per cent of fat is undigested. Bile is partly an excretion 
from liver poured into intestine to be discharged with feces. — 
Action of muscular coat of intestine. Absorption of food in 
intestine. Villi—to portal vein, liver, hepatic. Vein, inferior 
vena cava. lLacteals—thoracic duct, superior vena cava. 

Digestion in large intestine: structure. No villi, muscular 
coat, glands. Intestinal juice containing mucin which lubricates 
walls to prevent friction. Digestion of proteid, fats and carbo- 
hydrates continues to slight degree in large intestine. Contents 
become more and more solid and are finally discharged through 
rectum.. In connection with this outline a few experiments are 
performed: To show tests for starch and sugar: for starch; 


NATURE STUDY AND ELEMENTARY SCIENCE 89 


material—powdered starch, potatoes, crackers, etc., iodine, test- 
tubes, alcohol lamp, water. Manipulation: take starch in test- 

tube, add water, cook till good paste is formed. Then ‘ddd dilute 
iodine and note test, a dark blue black coloration. Try same with 

bits of potato and grains. For grape sugar; material—grape sugar, 

Fehling’s solution, test tubes, etc. Manipulation: make very dilute 
solution of sugar in water and add Fehling’s solution. Heat. A 

reddish brown precipitate indicates grape sugar. When studying 

action of saliva show change from starch to sugar by taking starch 

paste with iodine to test, adding saliva and allowing it tostand. If 
solution is not too strong color will soon disappear. ‘Then test 

for grape sugar with Fehling’s solution and prove change has been 
done by saliva. Under absorption in intestine set up experiment in 

osmosis, using 10 per cent sugar solution and water. This shows 

principle of absorption through villi. 


BIBLIOGRAPHY 
FOG UPORLG ODUE IV GIOIOLY 6.40) (5 sc bee's + asi bia ce Sips en be ww go Deel ote dee Coleman 
Blementary Physiotocy and Hyviene. .. oo. is. ccc te sees easels Conn 
HELLIS SEES Sahat a RA eg iO an Oa PRE Alls NEM Martin 
eR PMMISR IEMA NNER Dalai pc Stk o's. 2) Pca Sevoashel ia hos Sere gis AGaecete ele #48 Blaisdell 
PROMS CREE SER Se ct as ene cb ea ea ea nee ea wcmmoegys Blaikie 
Graded Lessons in Physiology and Hygiene...................005 Krohn 


SPRING TERM 
Bird Study. 
The chief aims in this work are: 
To arouse an intelligent and sympathetic interest in our 
common birds 
To bring about an aesthetic and economic appreciation of 
the birds to the end of protecting them 
To stimulate a spirit of investigation and inquiry concern- 
ing nature’s methodsof work, e. g., adaptation of form 
to functions as shown in bill, tail and foot structure ; 
protective coloration, etc. ° 
To enable children to identify the common birds by appear- 
ance, song and flight. ? 
As aids to the work, the teacher uses pictures, mounted speci- 
mens, and above all the reports of individual children. ‘The field 


90 


COURSES OF STUDY 


trips made by the teacher with groups of children and the reports 
therefrom furnish the material to be studied. In this way aftera 
study of the permanent residents, the more important and common 
of the transient visitants are taken up as they are observed. 

By reason of its nature and aims, the work has to be somewhat 
informal, but in the main the following points are touched upon 


with each individual studied: 


size, form, wings, feet, tail, color, 


haunt, habits, time and manner of migration, song and call notes, 
the nesting season, the nest, eggs and young. 


List of Birds usually studied : 


Downy Woodpecker 
Hairy Woodpecker 
Red-headed Woodpecker 
Flicker 

Sapsucker 
White-breasted Nuthatch 
Red-breasted Nuthatch 
Amreican Crow 

Blue Jay 

Song Sparrow 

English Sparrow 
American Goldfinch 
Cedar Waxwing 
Chickadee 

Bluebird 

Bobwhite 

Junco 

Northern Shrike 

Brown Creeper 
Golden-crowned Kinglet 
Ruby-crowned Kinglet 
Purple Grackle 

Fox Sparrow 

Warblers 

Hermit Thrush 
Sandpiper 

Killdeer 

Mourning Dove 
Screech Owl 
Yellow-billed Cuckoo 


Black-billed Cuckoo 
Belted Kingfisher 
Whip-poor-will 
Chimney Swift 
Ruby-throated Humming-bird 
Kingbird 

Crested Flycatcher 
Phoebe 

Least Flycatcher 
Wood Pewee 
Baltimore Oriole 
Red-winged Blackbird 
Bobolink 

Meadowlark 

Cowbird 

Vesper Sparrow 
Chipping Sparrow 
Rose-breasted Grosbeak 
Towhee 

Indigo Bunting 
Scarlet Tanager 

Barn Swallow 

Bank Swallow 

Red Starling 
Yellow-breasted Chat 
Catbird 

Brown Thrasher 
House Wren 

Wood Thrush 

Robin 


BIBLIOGRAPHY 
Bird Tite See ee nee 


Teachers’ Manual of Bird Life and Portfolio of Colored Plates.Chapman 


A Year With Birds........ 


NATURE STUDY AND ELKMENTARY SCIENCE 91 


Tine Bird: Stories Hrom: My Notebooks... 24 4456 668 ea boi eb ck Miller 
Bestel, Cte UOTICae ene es ais ted ao} hve o/ Si byw ee cee ee pe a Rides, Meed 
Bicep burcugie am Clpera-olassy 40s). oy oreh selena vgn .*, Merriam 
PRU eRe COGE Othe ae hota Oh Sir ate tots ake oie borg, Poke Wietel teiaeel sae Burroughs 
Pe Cle DOUSHEINe bier Ny outa ok oh ale side ee aes a td en de Blanchan 
PHONO MMUCK IPAS: os toe emo yh oh oes etm N else eng tae Wnt Cook 
STOMes ETON bird iant) «7 dt et aes Hane ey eld ao ah hs ee ee ad eae Chase 
MeCN IPC LOG ee pnt a Aii ren etal s vigiar SN sition Winkie ape hes Acaates Cones 
Pestle SrOrelie! Binion: nes. ei Mele eee Heo dat oS Ble t s eugens Va oath dies Fowler 
MEPS OTAITION DINGS arr geitone pi sas hia ears ie geen chic ake eed toe KS 4 ale Grant 
eaieie Cee VIL AGG ALO MACK co. eka Gels tases wana wRen ste sm Meck Merriam 
EIN AVS lees Cates ce Pure aM cNe SOs hs nhs ON tc iy ha ed . Miller 
cleat TOLHers Ole CHER ALP Map ct cel chert tails wid Gi OA eee ee Miller 


BaLCr he eb aCale Ai) Eb: 


The basal idea of the physiology in the eighth grade is that of 
hygiene. In order to study this phase of the subject intelligently 
an elementary knowledge of anatomy is necessary. Much of the 
work has already been taken up in the lower grades, but the scope 
of the work is enlarged here, the nervous system is studied for the 
first time and the child has a text in his own hands. 

Review the digestive organs and their work with especial refer- 
ence to the digestive processes as carried on in the mouth, oesopha- 
gus, stomach and intestines. Give attention to the study of foods 
and the preparation of the same with reference to the digestive 
processes. 

- Review circulation, giving especial attention to the study of 
the blood, the various blood vessels, and the control of the blood 
flow. 

Review respiration, taking up for special study the air pass- 
ages and lungs. Study breathing in relation to blood, exercise and 
voice. Take up the study of ventilation and its importance in the 
hygiene of the respiratory organs. 

Study the framework and motion of the body, taking up un- 
der this head for special study the skeleton, bones, cartilages, joints 
and muscles. Give attention to the organs of elimination, empha- 
sizing here the general subject of hygiene. In this connection 
study the skin, together with its structure, function and care. 
Also take up the kidneys with reference to structure and function. 

The nervous system is here taken up for the first time in a sys- 


92 COURSES OF STUDY 


tematic way. Especial attention is given to the structure and func- 
tion of the brain, spinal cord and nerves. Study the special senses 
of sight, sound, taste, smell. Teach in this connection the im- 
portance of correct mental habits. 

Emphasize throughout the entire study of physiology in this 
grade the necessity and ways of preserving health. Give attention 
to alcohol and other narcotics as a menace to health, studying the 
effect on the different organs of the body. Review the work done 
by the different organs of the body and show how stimulants pro- 
duce a bad effect. In this connection take up the general aids in 
preserving health, discussing each in its relation to the school and 
community. Among other things take up for consideration boards 
of health, pure water and food, fresh air, good sewerage, protec- 
tion from disease, and the war now being waged on tuberculosis. 

Emphasis should also be placed upon temporary treatment in 
case of emergencies as: drowning, burns, foreign bodies in the 
eye, freezing, poisoning, dislocations, cuts, wounds, bites and stings. 
The work is illustrated by anatomical charts, drawings on the board 
and by simple experiments. ‘The microscope is used to show blood 
corpuscles, bacteria, pores of skin, etc. The heart, lungs, kidneys, 
etc.,.are further illustrated by fresh specimens obtained from ani- 
mals. 
Text: Elementary Physiology and Hygiene, Conn. 


SENSE TRAINING AND ARITH- 
METIC 


Sense training is included under the outlines of arithmetic 
simply as a matter of classification but has no closer relation with 
elementary mathematics than with several of the other branches. 
It is now quite generally conceded that special training of the sens- 
es should have a regularly assigned place in the program of the 
elementary grades. The work should partake somewhat of the 
nature of play and games and be carried on at times when it is de- 
sirable to break away from the more formal and exacting exercises 
of the daily program. 

Formal arithmetic finds no place in the work of the first two 
grades on account of the fact that there is no need for it, that the 
same ground which was formerly gone over in these years can be 
covered in much shorter time later, that the amount of formal work 
at the ages of six and seven should be lessened, and that in many 
cases actual harm is done the child by bringing about a state of 
‘arrested development.’’ All number work should be made inci- 
dental to the other subjects in these grades and be introduced only 
when occasion demands it. 

Training in elementary mathematics should first of all empha- 
size accuracy and them aim for a reasonable degree of rapidity. The 
language should receive careful attention, and clear, concise, and 
direct statements should be insisted upon. 

Original work should be a feature of grade arithmetic so that 
the children may have the opportunity to make problems fromm act- 
ual measurements and transactions. Blank forms employed in prac- 
tical business should be handled and used by the pupils. Avoid 
long, complicated problems and seek expertness with small num- 
bers, such as come within the experience of the children. 

Much actual teaching should characterize the recitation period. 
Too much working of examples at the board, or on paper at the 
seats leads to mechanical and minimizes real thought work. Asa 
rule a large percentage of the recitation period should be given to 


94 COURSES OF STUDY 


oral work. A large number of problems solved in this way de- 
velop much more power and expertness on the part of the pupil 
than the solution of a smaller number by the use of the pencil or 
crayon. In blackboard work clear written statements preceding the 
solution of the problems should be emphasized in the grammar 
grades. This should not be taken to imply, however, that the com- 
putation should be performed in each step of the analysis. Partic- 
ularly in the upper grades, the work of each step should merely be 
indicated and the pupil should be encouraged to write out a state- 
ment of all the work to be done before any of the computation is 
performed. The work of computation should then be shortened, if 
possible, by use of cancellation, or by the use of any relation that 
may exist among the numbers involved. Pupils ought, too, to be 
led to see that where a division and a multiplication are to be per- 
formed upon a number, the error in taking an approximation in the 
quotient is multiplied by the multiplier and, hence, may very ma- 
terially affect the result. In acase of this kind it is usually much 
better to perform the multiplication first, and then the division. 

Construction work in geometry and the simple equation in 
algebra should constitute a part of the exercises in the higher 
grades. 

‘Employ the greater part of the time below the seventh grade 
in the actual solution of problems instead of devoting efforts to 
stilted analysis and explanations. Do not be afraid to drill con- 
stantly upon the four fundamental operations and processes already 
studied as such work is absolutely necessary for the accomplishment 
of the aims in matheniatics. 


PERS erG@ RADA 


The senses of sight, hearing, touch, smell and motor control 
are considered in the following outline. 

Taste receives almost no attention in the schoolroom. 

Tests are given in the form of plays or games. 

The number of objects used in a test is governed by the ability 
of the children. 

Care is-taken not to fatigue the sense tested and for sanztary 
reasons children are never blindfolded, 


SENSE TRAINING AND ARITHMETIC 95 


Sense of Sight: 

All kinds of tests in accuracy and rapidity of sight are given. 
Those include cutting, drawing and making of objects as well as 
work emphasizing position, number and arrangement. 

The materials used in the above are varied, including leaves, 
flowers, nuts, seeds, vegetables, blocks, sticks, rings, pictures, toys, 
tools, coins, etc. 

The following example for the training of sight is illustrative. 
A group of objects is covered with acloth or placed behind a screen. 
When the class is ready for the test, the objects are exposed for a 
few seconds thus giving the children an opportunity to note ar- 
rangement, number, etc. When the screen is replaced, questions 
similar to the following are asked. What did you see? Name 
objects from right to left. Left to right. Draw what you saw. 
Name objects in order of size. What is at the left of the ball? etc. 

If the arrangement of objects be changed children are re- 
quested to place them in original position. 

Sense of Hearing: 

Recognizing voices. 

Identifying sounds made by metals, glass, wood and paper 
when struck, and by instruments and toys; songs of com- 
mon birds; voices and calls of animals. 

Locating sounds with reference to direction and distance. 

Testing dishes (cracked and perfect). 

Sense of Touch: | 

Identifying vegetables, nuts, fruits, flowers, coins, cloth, 
(silk, wool and cotton) and in fact all kinds of objects. 

Qualities emphasized are hardness and softness, smooth- 
ness and roughness, lightness and heaviness. 

Sense of Smell: 
Identifying flowers, fruits and vegetables by their odor. 
Motor Control: 

Delicacy of touch, poise, skill, strength and quickness are em- 
phasized. 

Suggestive games for this purpose are block building (delicate 
pyramids); all kinds of ball and bean bag games, ninepins, quoits, 
archery, bridge-board, spin the platter, hop-scotch, ring-toss, and 
all kinds of races. 3 


96 COURSES OF STUDY 


SECOND GRADE 
Sense of Sight : 

Find solids—cubes, spheres, cylinders, etc. 

Find something in room like cube, sphere, etc. 

Name things outside of room which resemble cube, sphere, etc. 

Observe order of objects placed in a row; the child is blind- 
folded and the order is changed; the child returns objects to first 
position. Increase the number of objects as the children increase 
in ability to observe and remember. Flowers, seeds, leaves, vege- 
tables, twigs, card-board squares or circles of the six primary colors 
may be used. 

Quick imaging of numbers, words, phrases and sentences is in- 
valuable in connection with reading and spelling. 

Exercises in estimating with the eye distances, lengths and 
measurements, should be given frequently. 

Sense of Hearing : . 

Learn to recognize the speaking voice and singing voice, foot- 
steps and direction of sounds. 

Objects, such as wood, glass, paper, metal may be dropped on 
floor or struck with a pointer. Child tell object, and number of 
times struck. 

Locate sounds, such as ticking of clock or watch, ringing 
of bell, voice of child, etc. ? 

Sense of Touch: 

Child may handle objects and describe them as to whether they 
are hard or soft, rough or smooth, round or square, warm or cold, 
etc. Blocks, twigs, leaves, fruits, vegetables or flowers may be 
used. ; 

To recognize shape, give the child a sphere and cube to handle. 
Then blindfold him and give him one of the two to name from touch 
alone. 

To recognize material, have child handle pieces of silk, wool, 
cotton, velvet or satin; then with eyes closed have him recognize the 
material and name each piece given him. 

-Have the child close his eyes and recognize other children by 
passing the hands over hair and clothing. 

To recognize presence or absence of heat, have the child close 
his eyes, hold a lighted candle near his face, then take it away. He 
will tell when near and when far away. 


SENSE TRAINING AND ARITHMETIC Q7 


Sense of Smell: 


By frequent tests the children can become quite proficient in 
detecting fluids, flowers, vegetables and fruits. 


Sense of Lasté: 


The same objects and similar tests, as in the development of 
the sense of smell, may be used. 

All tests, except those made to develop the sense of sight, 
should be made with the eyes closed after the child has become 
familiar with the objects. 

When possible and advisable, numbers are used to express 
series of sounds, number of objects, etc. Simple combinations are 
used in connection with games, children discovering results. 


Tables in common use: 


For developing the power to reason and form judgments the 
following tables are developed by the use of the measures. The 
actual work is done by the children, and by their discoveries 
make their own tables. 


Linear Measure. 

12 inches make 1 foot 

6 inches make ¥% foot 

3 feet make 1 yard 

6 feet make 2 yards 

Children estimate distances and lengths in the schoolroom and 

then measure and discover the truth. Estimate height of class- 
mates, chairs, desks, doors, etc., and length of curtains, piano 
spread, etc. 


Liquid Measure. 


2 pints make 1! quart 

4 pints make 2 quarts 

6 pints make 3 quarts 

8 pints make 4 quarts 

4 quarts make 1 gallon 
8 quarts make 2 gallons 
2 quarts make % gallon 


When gathering sugar-water from maple trees in the spring 
the children do all the measuring and combining, discovering the 
number of gallons, quarts and pints gathered. 


98 COURSES OF STUDY 


Dry Measure. 


8 quarts make 1 peck 

4 quarts make % peck 
4 pecks make 1 bushel 
2 pecks make % bushel 
8 pecks make 2 bushels 
12 pecks make 3 bushels 


The above is developed in the fall when gathering nuts. ° 
Table of Money. 


One cent—appearance and value 

Five cents (nickel) appearance and value 
Ten cents (dime) appearance and value 
Compare cent with nickel 

Compare nickel with dime. 


Children will discover and make tables: 
In 1 nickel are 5 cents 
In 1 dime are 2 nickels 
In 15 cents are 3 nickels 
In 20 cents are 4 nickels 
In 25 cents are 5 nickels 
25 cents equal a quarter of a dollar 
50 cents equal a half dollar 
a 75 cents equal three-quarters of a dollar 
100 cents equal one dollar 
4 twenty-five cent pieces, or quarters, equal one dollar. 


Table of Weights. 


16 ounces equal |! pound 
8 ounces equal % pound 
4 ounces equal 4% pound. 


Table of Time. 

This table is preceded by the development of the Roman num- 
erals to XX. A toy clock face is used and children discover and 
make the following table: 

60 minutes make 1 hour. 
30 minutes make % hour 
15 minutes make ¥ hour 
24 hours make 1 day 

12 hours make % day 

7 days make 1 week 

4 weeks make 1 month 
12 months make | year 

6 months make % year 
24 months make 2 years. 


SENSE TRAINING AND ARITHMETIC 99 


Simple problems are given in connection with each discovery 
involving only one process of reasoning and pertaining to the child’s 
life and experience. 


THIBD GRADE 


All work should be based on actual measurements and concrete 
development so that figures will have content. 

Teach and drill upon the forty-five combinations in addition 
and subtraction. ‘These should not be taught in order. 

Equation is used here. Forexample,5-+3—=—? 8—?=83, 
CLC. 

Teach rapid addition of columns of units. 

Teach addition of units, tens and hundreds where the sum of 
any column does not exceed nine. 

Teach subtraction of units, tens and hundreds where each fig- 
urein the minuend is greater than the corresponding figure in the 
subtrahend. 

Teach meaning of signs plus, minus, times, divide, equals. 

Teach notation and numeration as far as the fifth order. 

Teach Roman numerals as far as 500. 

Teach multiplication and division facts up to and including the 
table of 10’s. 

Teach written addition, including carrying. 

Teach written subtraction, including cases where figures in 
minuend are smaller than the corresponding figures in subtrahend. 
Method : 

. 845 = 300 + 40 +5 = 200+ 13804 18 
—156 = 100 +50+6 = 100+ 50+ 6 
ie 100+ 80+ 9 

Teach written multiplication, including carrying, when multi- 
plier consists of one figure only. 

Teach short division, including carrying, when divisor consists 
of one figure only. 

Review tables of liquid measure, dry measure, linear measure, 
weight, time and U.S. money as far as they come within experi- 
ence of children. 

Teach fractions 14, %, %, % and Yo. 

In mechanical drills work for speed and accuracy. 


100 COURSES OF STUDY — 


In problem work seek material (1) in the children’s games; 
(2) in their ways of earning money; (3) in errands they do for the 
homie, etc. 
Texts: | 
BOOK Ghag taal f cae tele Sonepat at shila Beal eee ches pon Southworth-Stone 


Brimary Arithimetions ec... 1) Wei Ame ie ate way Cp ee) el, Smith 
Primacy (Arithmetic) 5) Mi 0k 8 cos alee lait eg ees Ele Young and Jackson 


FP OUER MED a Gokk AD de 


C Class: 
Read and write numbers to 10,000. 
Roman numerals to C. 
Multiplication tables through the 12's. 
Multiplication by one figure. 
Division, divisor not to exceed 12. Much emphasis should 
be placed on the approximation of the quotient. (See 
S. S. Bk. I, pp. 59, 66; 83.) 
Simple fractions as, %, 4, %, Yo, ete. 
Simple tables of measure. 
B Class : 
Read and write numbers to 1,000,000. 
Teach Roman numerals to M. 
Teach multiplication by two or more figures. 
Teach division by 20, 30, 40, ete. 
Simple fractions continued. 
Simple tables of measure continued. 


A Class : 


Teach long division, divisor not to exceed ¢wo figures. 
Added drill on approximation of quotients. 

Teach addition and subtraction of easy mixed numbers. 

Tables of measure continued. 

Teach fractional parts of exact dividends within limits of 
table. For example, 124 x 6%. 


Texts: 
Bookie cay Foe shen cane) ei ee eh ee Re ac ee eee Southworth-Stone 
Primary Arithmetic 7; sca yap ane eer er ee eee Smith 


Primary Arithmetic: tu a ae ee eas Young and Jackson 


UNIVERSITY OF ILLINOIS 
SENSE TRAINING AND ARITHMETIC 101 


Phere Ce RADE. SA 


PRESIDENT’S OFFICE, 


cen) 


C Class : 
Thorough drill in four fundamental operations, emphasizing 


checking, abridgement of work, estimation of answers, and use of 


the equation. 


Checking: 
584 388 
—196 Check +196 
388 584. 
Abridgment : 
30 
1600) 4800p 
48 
Estimation : we 


Eleven acres of land cost $1485. One would cost less than 
$148. Children think of 11 as being about 10. 
Equation: $25=5 X? $25 =? X $6. 
Division of U. S. money. 
One step reduction of denominate numbers. 
Finding of G. C. D. and L. C. M. by inspection. 
B Class: 
Reduction of fractions. 
Addition of fractions. 
Subtraction of fractions. 
Multiplication of fractions. 
A Class: 
Division of fractions : 
Method: % —% = %2 + %2 = % aA 
Fractional or ratio method of solving problems, 
Aliquot parts of a dollar. 
Much of the work is oral and only common sense fractions are 
used. 
Operations involving fractions are also checked and the an- 
swers estimated. 


Texts: 
POOR Lee aio atk Sous he be ale Le boa he Wire er Southworth-Stone 
Titer GQiaLeoATIPOetiCi eee ate cee he od oS head OL tate tends ke Smith 


Taermediate Arithmetic? isc... agate ek week .Young and Jackson 


102 COURSES OF STUDY 


SX AIA GER Aas 
C Class: 


Review of fractions : | 
Drills in relations or comparisons until child sees relations 
easily and uses the fractional method in the solution of 
problems. 


Denominate numbers: 


Review work of former grades and see that child has a 
definite image of the common units of measure and can 
use them in the solution of practical problems. Much 
drill in one step reductions. 


Measurements: 


Line, square and cubic measure, with applications; areas 
of rectangles and triangles; volumes of rectangular 
solids. 


B Class: 
Decimals: 


Treat decimals as extension of fractions. Should be studi- 
ed until fully understood. 

Decimal equivalents of business fractions committed. 

Application to business, bills and accounts. 

Application of measurements to actual building and fur- 
nishing problems. 


A Class: 


Simple percentage treated as a mere business application 
of hundredths, already learned in decimal work. 

Per cent equivalents of business fractions committed. 

Simple profit and loss. 

Direct case in commission, 

Simple interest for year only. 

The subject is not divided into ‘‘cases.’’ In the solution of 
problems, but three elements are involved, any two of which being 
given the third can be found. 

For example: 


SENSE TRAINING AND ARITHMETIC 103 


What is 6% of 350? 
675.01 300; ==" Nb-ofs300 = 21, 
21 is what per cent of 350? 
Kg e OL cou s==u si: | hel X-s= 214i ae a OG 
UG 
21 is 6% of what number? 
O27 Ob Sa abe ol Hen © == 4iZee = O00, 
Miscellaneous reviews and problems including all previous 
work. 


sa 


Texts: 
RMU AL ted Goat Mera ae rie nett Pee MNOS aS 2! DON eee .Southworth-Stone 
POLeriiecia Leen Faye Lic eae ss atte ee cats ee a bios doe Eee soon Smith 
intermediate -Awmthmeticw. sito e ck resect i. Young and Jackson 
eevee NH GR A DE 
C Class : 


Percentage, per cent equivalents of the business fractions 
as in preceding grades, fractional per cents. 

Profit and loss. 

Commercial discount. 

Commission, selling and buying through an agent. 

Simple interest. 

Type problem : 

What is interest on $250 for 45 days at 6% ? 

Method: Int. = $250 x “oo x *%60 = $1.87%. 

The writing of the equation before beginning the solution 
is emphasized. 

Writing of promissory notes, indorsements, partial payment 
of promissory notes. (Just simple problems given. ) 

B Class: 

Review work of C Class. 

Business institutions, functions of banks, savings banks, 
national banks, and other corporations briefly explained; 
depositing in banks, promissory notes payable at bank, 
borrowing from a bank. 

Study of business papers as checks, etc. : 

Ways of sending money as post-office orders, express 
money orders, drafts and telegraphic transfers, 


104 COURSES OF STUDY 


Business operations ;_ the pupils are considered as actually 
going into business for themselves; price lists are ex- 
amined ; goods ordered by letter ; receipts for same made 
out; bills made out and receipted. 

Business records, such as cash accounts of imaginary ex- 
penditures and receipts recorded ; accounts balanced, 
etc.; taxes, fire insurance. 

Ratio, simple proportion. 

A Class: 
Review latter part of B Class work. 
Measurements : 

Tables of linear and square measure. 

Area of surfaces; square, rectangle, triangle, parallelo- 
gram, trapezoid. 

Carpeting, papering, plastering, flooring—brick, cement, 
board roofing, slate, shingle. ? 

Land areas, fencing, sidewalks—brick, cement—area of 
surface of cubes and boxes. 

Cubic table of wood measure. 

Amount of wood estimated in cords. 

Excavations, cellars, etc. 

‘Involution. 
Square root. 
Application of square root. 


Texts: 
BOGOR RT LISS Wi ries ee rat LG I. pet EE ae ea eee ee Southworth-Stone 
Grammar ‘/Arithmetie? : occ ia eo ceca eee Smith 
Book (Ties te nasuct acse etrtee oe a ncaa eras eins eae Young and Jackson 
Grammar” ‘Arithimetie sc. os gis.c oe aio eo a hse ae ee se Walsh 
Eel GH aA ea RAD E 
Os, OER 


A review of the principles of percentage and a study of their 
application to business transactions and commercial life. 
Review principles of percentage. 
Profit and loss. 
Commercial discount. 
Commission. 


SENSE TRAINING AND ARITHMETIC 


Insurance. 
Taxes. 
Government revenues, customs and duties. 
Reviews and test on above. 
Interest. 
Promissory notes and partial payments. 
Bank discount. 
Stocks and bonds. 

B Class: 

A study of graphic representation, lines, angles, surfaces. 


105 


The value of manufactures produced in the United States, 
Germany, France and Great Britain in 1860 were $1,- 
907,000,000, $1,995,000,000, $2,092,000,000, $2,808, 
000,000 respectively, and in 1894 they were $9,498.- 
000,000, $3,357,000,000, $4,263,000,000, respectively. 


These facts may be represented graphically as follows : 


1860 MILLIONS OF DOLLARS 

Wnited: States: 
Germany 
France 
eS re re pene es si ns 6 olen se 0. enue se eer big'c oe 2808 

1894 
US: ..9498 
SEENON Viitaerd Werte wise ede 6 wie 3357 
BLIP Mey Oh PGs CERN Sat eh avons Biv aate «8 . 2900 
Mereats Britain: sists be islets .4263 


These measurements, drawn accurately to a scale, show ata 
glance the comparative growth in manufactures produced in the 


different countries from 1860 to 1894. 
Lines and angles—relations, constructions, measurements. 
Powers and roots. 
Plane surfaces defined and classified. 
Quadrilaterals defined and classified. 
Discuss terms used and show that the sum of 


the 


angles of any quadrilateral equals 360 degrees or 


four right angles. 


Parallelograms defined and classified. Show that the diagonal 
of a parallelogram bisects the parallelogram and that the op- 


posite angles of the parallelogram are equal. 


106 COURSES OF STUDY 


Rectangle and square—construction, area and application to 
land areas, plastering, painting, cementing, tiling, fencing, 
roofing, carpeting, papering. 

Triangles : 

Classified and defined. 

Terms used. 

Construction of different kinds by various methods: 
Given angles, sides, angles and included side, sides and 
included angles, etc. 

Discover by experiment : 

The shortest side is opposite the smallest angle and con- 
versely. 

The altitude of an isosceles triangle bisects the base. 

The perpendicular from any vertex of an equilateral tri- 
angle to opposite side besects it. 

The sum of all the angles of a triangle equals two right 
angles. Find the third angle when two others are given. 

The base angles of an isosceles triangle are equal and the 
equal angles are opposite the equal sides. 

Every equilateral triangle is equiangular. 

Special study of right triangles: hypotenuse square equals 

base square plus perpendicular square; also 
B= V H? — P P = V H? —B: 

Area of triangles. ; 

Rhomboid, rhombus, trapezoid, trapezium. Construction and 

area. 

How find center of circle passing through three points ? 

How find center of circle of which an arc is given? 

Hexagon, octagon, and other polygons. Construction and 

area. 

Circles: ratio of diameter and circumference, area. 

Area of sectors and segments. 

Area of inscribed and circtmscribed polygons with area of circle. 

A Class: 

A study of the solids: construction, area, volume. 

Review plane surfaces—polygons. 

Solids classified. 

Prisms defined, classified, constructed. 


SENSE TRAINING AND ARITHMETIC 107 


Square and rectangular prisms—area and volume. 

Capacity of bins and tanks. 

Board and timber measure, wood, stone, brick. . ** 

Volume and two dimensions given to find others. 

Triangular, hexagonal, octagonal or any prism—area and 
volume. 

Review circle. 

Cylinder: construction, area, volume. 

Review general application of any principles already given. 

Pyramids: definition, construction, area, volume. 

Cone: definition, construction, area, volume. 

Frustums: definition, construction, area. 

Truncated solids: definition, construction, area and vol- 
ume of truncated prisms. 

Other regular polyhedrons: octahedron, icosahedron, etc. 

Spheres: area and volume. 

Similar planes and solids. 


Texts: 
PESTO GME Lice auc choices ea wo eee oe neh daw es Southworth-Stone 
Advanced Arithmetic................ RI icrenee ai pe OYE Naas ath sa aad oe Smith 
ERE ANC Ere erates cha eo Siral 6.2 Geos, o bie gk wens Wid A aig PEE wee EN Prince 
Dee eat ui oiece oh ke kak A vy Sha bean et eees Walsh 
References : 
PE OUIALIICAN LIEGE, oe cilia s St. dae ars < on SOE ale cle cletere cts bate w glk tee .Faunce 
WSOP AOA Le CrCOIMEENY vier. ek sy wghcslewldd ea ode oe ae vay meats Campbell 


Coirre lea CreOmetryasa loa. Las calacs Geet ae pd andl eal ak aaa Hornbrook 


AISTORY 


The course follows the natural development of social life. It 
takes up in the first phase the consideration of a small social group, 
as the family, in which the industrial forces are especially active. 
In the second phase the group becomes more complex and the activi- 
ties more varied. In the third phase the group studied is the politi- 
cal state with its five fold activities. In working out the course, 
details can be varied or omitted, but the order of presentation must 
remain the natural order of development. 

The work of the first four years is characterized by the same 
thought,—consciousness of group life, reached by the use of his- 
torical forms, either actually or in counterpart, already familiar from 
daily use. It deals with the sense phase and the closely related rep- 
resentative phase of history. ‘The first and second years use the 
same historical group,—the family. In the third year a new group, 
which serves as the basis of two years’ work is introduced,—the 
community. 


FIRST GRADE 


The work of this grade aims to show the group as composed 
of individuals, each in relation to the whole and subject to social 
control. Individual activity appears in the group. 

Material. 

Everything in the family-school which makes up the child’s 

social experience, as games. 

All material which may be interpreted to show social life, as 

food or occupation. 

Typical historical families; Hebrew, Aryan, Later Greek, 

Mediaeval. 
Historical persons in the family. 
Summarized in a review of present time. 
Bibliography. 
The Hebrew Family : 


Bible Dictionary (house utensils) (cy. .caeee eee eee ee eee Smith 
Last Days of Jerusalem’ (weapots)., (0 2..0..2 i .see ees owes one .Church 


HISTORY 109 


SIOOIAE LVETOts Uh ah cab te ahelne Red cae MMMM ays We sagan “s Achar eee ¢ Hdersheim 
Piis(aryeorrsracion VOlcel lis: -Davidy Ginetta, nccndtreewetedae: Ewald 
Puesiewisw Cuurch: bart Ili DAVIG 0s5. J ice cosas manieeen eae *.Stanley 
Benjdcur y(iilustrative! material) sas os Ary shone (bead hog aia os Wallace 
Manna GM Biblica bcATCHACOlORy ja. wie oe He eis Seas es oe tie ewe ee Keil 
brie ROE P Ce RL DIG eae eye SEN OM oe meat A, who shat ype aackas tt 2) wre Foster 
PAVINS ASG VOL A OLN Ped LOW. cas se yics sabia ob be wk rears aie Sak Littell 
Palestine in the Time of Christ...... 05... PALI) Saat eet gh kes MRR ae Stapler 
PU@IMEMNORMISTAGlN ce eet Ley Cena ave eh ues eee hae eeies Aguilar 
Pus ANU BOOKS en! cist cats! fi gree ee ais Got CTEM Ait Skee Stes Thompson 
The Greek Family : 
OUuEGreck Wifes PC Primer Series). Siakvet ep sicierts sole Haw aihee 4 de ie Mahaffy 
History of Greece (TIllustrations)...... RU EPAURET eae wees oe A Rese Smith 
Tie Om nue (trees. (LLOUSES Jr. i iy oss nthe ech iee 4 Guhl and Koner 


Ancient City (Religious customs in family).................Coulange 


Orrceko ng itcmitiese = (FLOMES ) oss. se hc ey ees Gardner and Jevons 
PRECCO CM Gr Used BNC TTNILLTS ) Tiny piche's sche vs swe cathe Ooatulenie slate Felton 
CSTEECOM MUO LULOL NATIONS SETIES ) ob ois %s he we dielots Gee we vag ee Harrison 
ee ee RM A athe 2 a Py io aide g ekula oa! oly ia wt > kg miele bie Vg vee Baldwin 
Classic Stories for Outline Lessons................. DEAS ant at Pratt 
ee ritpee RIO ECS LECCO Sy oF vials ce a ols = 10's Boctahs olvia.s) oon alee Ole ele 4 4 Cox 
CME PS EUES GS) 605 Seo IE Ne En te Hawthorne 
Re tee ee LOE Qs ot atieara ks (2 eto he esas see Obes posse ocak net hy os Kingsley 
DEVE SPOUM COCCI hh UEA cv bien ce a at AE ea Ae ec lalas te dunes Guerber 
FFOOS RIC RLECOEE hci, fo a 54's sins « See AMS Gos Dy eR Cah ot a Francillon 
A LULE ERE VISIEIIY LOLICS 6072 2 Sauyie pc ce ke eRe es te vu bs ke ee Cooke 
Pete anti eH AUP CICOL iin g Shoe si eh eta atiye as hog hangs Mea dace ears Andrews 
English Castle Home: 

Castle Life in the Middle Ages............ Scribner’s May V. 5, pp. 3-36 
iree Mag ab ATINS 36 ce wales cecanen Sees Scribner’s May V. 3, pp. 3-19 
Sweet William (Illustrative material)....... ............ ede us Bouvet 
WISSLOrICeROV Scns? Budi Mee ek iee pata Be cca ey Oe SVS cay isis Calpe Brooks 
INEGI OPS LY OTIS eid oe ak tat ere VV LAE Gen GhEE en gee aibe Brak aie Pyle 
Manners, Customs and Dress During the Middle Ages.......... LaCroix 
Military and Religious Life in the Middle Ages................ LaCroix 
Abbeys, Castles and Ancient Halls of England and Wales 

marae e Subd Wo vila a o's See Pe Leeds a titre at. crete inl Sete eS an de Gund 
Amore murlish FLeugserows.. 2s>) leas caacys cess iis aeden « Dele w bee Johnson 
Warwick Castle and Its Harl............... iemistatat aust OL anae as Warwick 
Gv alriOnUa YS nase feet Nar eas ne wees be thet Deeley ie ween wes « Brooks 
History of Chivalry or Knighthood and Its Times................. Mills 
Petre Oy ses esl 90, G GIDErt ie. sins tie wa ccriny Row Tem cciedd tin Pealmnne Andrews 
PSH SCOE Y LIT iy THIN AS ata gst oe te ot oh shale feral Soh chsiel adecac Fuse OP arte eee yo cee Harrison 
Companion to English History (Middle Ages)..... .......... Barnard 
Pie LiniperialeStand: tas Wea hited cet cbt ema styl wore n we Hunnewell 


ULV ALE yee or cetrie cla Pale wi aroale Maths ore TONGED a rot LM tL tunis bop a Cornish 


110 COURSES OF STUDY 


SECOND GRADE 


In this grade we continue the study of the family group lead- 
up to a careful study of neighborhood life. Roman family as a 
type. 

The family—industrial forces especially active. 

Roman family—a typical historical family. 

Definite ideas of sharing, authority and activity. Hach day 
some important feature is brought out through pictures and a con- 
nected story. 

Home, exterior and interior. 

Individuals in the home. Authority of the father. Dress of 
each member of family: father, mother, boys, girls, slaves and 
clients. Food: how served. Education. Festivities. Games. Christ- 
mas in Rome (sharing). Above points are discussed only so far 
as they affect the family life. 


BIBLIOGRAPHY. 
Myths:of :Greece: and: Romewcd.c. oes sae eee See Guerber 
The Ancient: City. 14.0675 news cb ge boues vse eee eee Coulange © 
RGINE foo oo ak be hip eo ks be Med ie Re ha eee eon ee Leighton 
General Hisiors ee heey er ee eee ey Myers 
“Story of Roman Boy (2000 years ago) <2 . 5. + 2.506 en ae nee Church 
History of ROme 050s). yy Us wars are ae oll wer eens Ua aes rr Durey 
Historic Boys......... ce Vika Wig Share ™e © 4Ce ble ace ete ae ere es ee Brooks 
Oe SELIG 5. oF sch Sm oC oles cis Sohne Sal meade HEN EUS sere mang ere Johonnet 
Fifty Stories Retold...... So Gos 'y Sill win ph week C2 hata aks bose Rei Te ee Baldwin 
TON BOYS a xicb sciakee oa Cee te kek aes wee ae exes tae Mae eee ee _... Andrews 
History-of -Rome,-V ols, 1, 201 cate cetiho ee Lae eee Duruy 
Lays Of Ancient: (ROM¢.27 (26 22 .cSs s weet see. eh Seem ene Macauley 
Inife of the- Rotiatss oso sae te eee ht enbit 4 pokuestte Steetians Preston 


French castle and peasant life. Setting of the story similar to 
that followed in the Roman family life. Activities of castle life. 
Life within the castle. Intellectual life. Hducation. Morals. 
Religion. 

Social life: family, authority, significance of members, lord 
and lady, knights and ladies, squires, pages, servants, employ- 
ments, customs, amusements. 

Heonomic life: production, distribution. 

Activities of peasant life: relation of lord and peasant, reci- 
procity, interdependence, protection. 


HISTORY 111 


BIBLIOGRAPHY. 
SVC HeraeTlISlOr ya at cio Mieke on tis oe Uk Wo ees Coie Se ew ak eee ew *,..Barnes 
Cure tesraniaCastlegs ceca ae tl lor heats ota otal stun A alsa dlabays cit) oe Larned 
Arts of Middle Ages. Musical instruments, p. 215.... ......... LaCroix 
PCAC ePrints N elite Wa ast tp eng 5 obras Ghee ecient eek open ote Scott 
The XVIII Century France—Peasant Life, A Farmyard, p.95.. LaCroix 
Military and Religious Life in the Middle Ages, Vol. I......... LaCroix 
WAV AIKEC AVE VELA Ure Re ees keene oe Caw e bes PAE ah ae: Brooks 
Pete OY Ge din Noreen ee Noe eee ahd Uae aeraiaa Solicits Ried? WEES Mea benet Andrews 


Littell’s Living Age, Vols. 188-199 
Adams’ Child Life of Remarkable Women, pp. 245-250 


Sereeremerehe LTO Gn era Aa A nee Cay Oe ne eh ON ts ena t Sale We nee Laue Pyle 
TARTCAM ELUTE toy td thay ede thee os Re ONE wat Cee e Leprol hae arate Pyle 
SALVA ADI HATHO7, SeOe Ri dhe Ua vd y Sade yond tens Fabio oe a ayaa Cornish 
Piistory at Chivalry.) VO) tli pp, FO8—229 0 ys. aloes Boake hive ay eh pee Mill 


Scribner’s Magazine, Jan. 1889, Vol. V, pp. 3-26. 


French in Canada. French in France: classes of people living 
in castles, emigration to the new world, classes of emigrants. Origi- 
nal inhabitants: seignior, habitants. Right tothe new land (feudal 
tenure), building new homes in the new land. Forest instead of 
castles, huts for peasants. Means of obtaining a living; trade with 
Indians, hunting, fishing, and agriculture. French in Michigan: 
establishment of forts and trading posts, means of travel, settle- 
ment of Detroit, pioneer life in Michigan. 


BIBLIOGRAPHY. 
AMETICAIYELISCOTY LOFTON, VOL. Lees. st hoki inis elogs etree gare . Pratt 
BEOTICS Ola COIGIIA MDA VS a mts otter et aided the Wak wa Samuatek wakes s Pratt 
DLOLOs Olen GW oH RAR CO. rte as treaty celal oap ae ee sities Ieargig vk bt we Machar 
LIK SLC IA SSETIVO ers GLU Rte gh vs skim Pc arniea esate wisi) slander Hat ainutle Parkman 
athe Pioneers-in New France® 25 2.4... Saar rete Sareea ee sae a oe Parkman 
Dia RIT Cale) COTeALAVV CStic hr. nee we oar eeh gh aere eas gaia) oe ae By Drake 
Peay Var Rik GLEN cote re diel ea yi Picea ah al elsaert Vinge ea ae eaers bam ona arate Catherwood 
OMI AnCeTOl DOT ddan, tial clades ne Sethe nn cals dy a hei Catherwood 
Prneady OreWOreioe: JON oss: fue ce dc ec uk ane eke sa wes cess Catherwood 
ELIstOry Oba WUC Sat: DotA A coins cesta cone y Suknd se mplwe Ce wee% Sheldon 
Fristoryrole MiGhIge tie ().. 3070 hsv halo kc aatien site er ied ake enact cy Farmer 
Northwest Under Two Flags, p. 106........ PE OLE RET ay toe eeee Moore 


Michigan Pioneers, Vol. 14, pp. 665-8, Vol. 8, p. 266 
Stories of American Life and Adventure............+..c0000- Eggleston 


112 COURSES OF STUDY 


THIRD GRADE 


The work here strives for the significance of community,— 
mutuality, opportunity, protection. The ‘‘wish of the many,’’ 
common interest, makes constant appeal to individual activity. The 
teacher looks partly for her material to the home life, the play and 
the school life of the child. 

The school community: work—sharing in construction and 
other manual activities. Games and exercise—need of concerted 
action and leadership. 

Early Greek community: classes of people and their relations, 
industries, medium of exchange, amusements, entertainments, ath- 
letic meetings, festivals, religion, education. 

Early Teutons: tribal organization, freemen, dependents— 
how a young man became a warrior; mode of life, dress, landhold- 
ing, pursuits, religion. 

Saxons in England: development of more classes than with 
Teutons; kings, earls or nobles, (the judges); Thanes or supporters 
of earls, churls or farmers, slaves; semi-annual tribal meetings, 
religion, ordeals, barter, pursuits. : 

Early life in Ypsilanti: founding of city, lives of founders, 
articles of trade in post, first homes, hotels, stores; location, princi- 
pal business interests, first religious bodies. Relate to settlement of 
Detroit. Governmental bonds. 


BIBLIOGRAPHY. 
Greek : 
Old Greele. Life “icsy na gees oaks ee aie i ke Tee ere Mahaffy 
History of Greece, Pit Chap) G20 25 se es. aa cee me eek cee Abbctt 
History of Greece; Vol Tk, Chap, JI, TV... .00 525% eens vin toon oa Grote 
History of (Greece, Pioneer scries, "Chap. 12.5. 8s cy ces oe oe ees Fyffe 
Gireeoe, Chap. Tle os hakGae cee es yan Sete aa tee he ee Cox 
History:of «Greece Chia pak LV mecca wis ka eee -. Holm 
Old reek Stories shu Ko diWiare sd secs coi eta ola ee a eee Baldwin 
Myths .of Greecest® .5 5.5 pa pak en eer eK ete are oe Guerber 
Teutons : 
Beginning of “Middle "A ges\327 0.71. so aha eee eae ne ee Church 
Young Folks’ History of Germany, (illustrated)................ Younge 
Middle Agess..,.chdacst aie ttn eee ak Bona a NER ice ae Duruy 


Pennsylvania, University of. Translations and reprints from 
original sources. 


Gat ried ss so rkiens unt OG: 1at ae cht ets Ge me piens TR DIRE cate Og ae Ree ea Baldwin 
Norse Stories 2.055 chy Aa ae ee As Se RS ee eee Mabie 


HISTORY 113 


Saxons : 

Conquest of Britain by Saxons and Anglo-Saxon Chronicle....... Haigh 
Count off the maxon Shores os fin st ak oe ad's oe eee es he vulrs ..... Church 
Dik orGtetiie \MaIelish NALD et oes eeu oles cemelnn eehe apts Robertson 
USEtia > AAI OCe OLR ISE LAUT Cl eta Li ccateis wie Sip Gis due a otb-el nghel asks onelns dt aisle oie Abbott 
PIGSEOE OL CATE LO -OALOUS 20 sal cA sah iain Ko gle/eh niin qils ip culdae eae Turner 
Growth of English Industry and Commerce.... .......... Cunningham 
wry recAl) YL bribadll 1s (LI SELALeM Vises afccie/e «Sieg Qies 4. xe Shin woven Church 
PCelesinstical waiscory OLe MNO aNd. Views dase cn Cs cots ae deeneees Bede 
Beowulf 

PLCtar MOG Sea crcrg Sha Nad dicters'd av Wades Sele Stele ee Mas iets s eR Ca ea a gear ate Andrews 


Norse Eddas 

Ypsilanti : 
PORIOIOMICAL SUNY Din MSHA Ts peu ei cces iep cae unabichece mila weites Cady 
Michigan Pioneers. 


POUR TH. GRADE 


Viking tales: bands making raids for plunder, carrying on 
war for conquest of people, council meetings, voyages of discovery 
to Iceland and to Vineland. 

Community life in France and England: lord and vassal, 
protection afforded lord and vassal, duties of lord and vassal, gov- 
ernment of community. 

Historic communities in new lands: French in New France, 
landlord and peasant, French village life, French in Detroit, French 
in Mississippi valley; English in Virginia, English in New England. 


BIBLIOGRAPHY 
PEIORD LOLS OLE VU TILE stag tise, pe ee ee tile op nina ¢ cicrued aie nee ous Andrews 
Ehe-Discovery. or tie Old: North westio. onde oe es ae coterie ov as Balderson 
MILOPLes, Ola ELOMGOP Thi Oa hy ag te rt ha eate oc “ele wisins’ Ge ties ne, Wiesner nets Bass 
SS Meee WW LLLTEREIPO es Semen eR Lae RG LAI tie tae crn a wae aoe te wi eae Sobre iw: ere Bouvet 
DEOL Cle ONE VME LCu man Cosas weanted dereedin’ sian ie Feiss rete _,...Catherwood 
Mia citis vole Uredtie Westie cs ck eatcaes vauseets ww ite neice age end ge Drake 
EHOON Tato A OW ie cae stan e e.g oR Tae PS sues bie OT RPE Du Chaillu 
Eve tia tiGas VLR LE rane re ON tats tHe ba au suimaa tiea Pe yea! e ....-Du Chaillu 
EXISLOS Sy OW LIAU CE Bie whan Pt tao naive suns ain Ghat wesc ara oat wale a Ys Guizot 
WARIS OD AlGh < oN tavern ee ree MaMa ARs ee rine het «ace as Hall 
Stores of Oldem Times si esr irts sev ccrcge he: ce cue yd be eels cone Johonnot 
LIOTCCIVOLOTIOSS co ene he ay aa ie cris sera un horn cet eee g ae are Ce wie McMurry 
Children’s Stories from American History...................008- Wright 


FIGS INOELUMENDTG Vat eat ta UNE Fa LET ae eee atiil sp Ma emaeemrs ts Wright 


114 COURSES OF STUDY 


ied Bes 4 Ba es Benn Py nes Bs 


In the fifth grade, the central thought is the self-governing 
community, in which the following two phases of social life are 
shown: what the individuals do collectively as a state and what 
they do individually. The first is shown in the study of the city-state 
of Athens and the colonial and pioneer communities of the United 
States. The second is shown in the study of the lives of Clisthenes, 
Theimistocles, Pericles, John Smith, Daniel Boone, etc. ‘The condi- 
tion of institutional life as discovered is constantly compared with 
the present. 

Material: 


Community of Athens: life, how influenced by geography, de- 
scription of city, home life, education, festivals, religion, govern- 
ment, method of defense. ‘The Graeco-Persian war is studied in 
connection with this. Comparisons are made between a self-gov- 
erning state and a despotic one. 

What the great men did for the state. Lawgivers; Solon, Clis- 
thenes. Statesmen and soldiers; Miltiades, Aristides, Themistocles, 
Pericles, Cimon. Philosophers and sculptors; Phidias, Socrates, 
Plato. 

Typical colonial communities: Virginia, Massachusetts, 
Maryland, Pennsylvania, Kentucky. Reasons for settlement, gov- 
ernment, activities; home life, education, social life, religion, 
method of defense. 


BIBLIOGRAPHY 
Colonial History : 
Popular History, 5) acini ns vas eee vis ae ba cE Voie Ae aoe Oe Bryant 
Old Timesin the Colonies: 1,57 Ve aee kkne bce es be cen Coffin 
Honie jife in Colonial Days sia gicwaccduicu Gee) wee can eek eee Karle 
Child Life in Colonial [Days iis sce. es eats oO Re eee LER Earle 
History of the Colonies. .04a.u8 secsss ny tee Sete and ee eee Eggleston 
Old: Virginia:and HerNeighbora 275.) 0. css Gaba ene sek ee eee Fiske 
Historical *Readers052 3) o0 Sac be aie bree ae Bea en py aes ie Hart 
Historical Dressiin America c: ies: a4 cas nn tae ee ee McClellan 
Ameri¢an History, Volos iiis came pects bene Pe ee Pratt 
America’s Story for America’s Children, u5;- 504s ads oe ee ee Pratt 
Stories of Colonial Children 277 aes ce ta hs cae client ee eee Pratt 
Men and Manners in America One Hundred Years Ago......... Scudder 


Daniel Boone. 552.5 oh) ies ce ee eee Twaites 


HISTORY Mets 


Grecian History : 


Srstory on Greece, Vols Ei) Lis art dee Art Us cn toe we ay na AD DOEE 
Peas eral Persiatice, iy nn ntsa saris 51th ie acai cie fal ak ar SAD cid cls alte Cox 
Rives Of; Gheek ‘Ota tesiietign wince ve CUO du Scan der ou at a Cee Cox 
Net nAD Ope taTCOK s AINIO MILES hy Wen Caray agi a hake Sees eo ae tie Gardner 
Roe PCCe rite Bite MANNCTSs cw istew ses hace sic ak ee art tooo teen eet Falke 
Classic Myths iy. 6 cade RI ee ROM Ee ae tee aie ape Ss hs Gayley 
Ole Oty CiLee Cake 1 Masia Sa crawl Cus ae Nak paar et) yatta Guerber 
RivesOlrGs cers and: ROMANS co Wo. f* gee ia Sots eee be Guhl and Koner 
WetenOIat Vt seCele MAUCAIOI im aes ied ey eC i aidan a Wee ere eee O 3 Lane 
Pee rcs ONC LAOUV LC act ad alent ete cet arans Soca se gopced ate om ae Mahaffy 
i Oem MOUCALIOMN RM Ty paicg show ols <ne bd 5 duatew yk cee ames Mahaffy 
Old Greek Liter cess. Senn MO ces ESS Doe mateo nels tele 3 cee rete Mahaffy 


PAG} Aden Vice Oya RV ale BN 


The Roman state under the Caesars. Characteristics: the 
people knew themselves to be the state; they vested their authority 
in one, the Emperor; they held their rights as natural and inalien- 
able. Individual life was not wholly subjected to the general order. 

Historical ideas in the Roman state. Reciprocity was larger 
than before as shown by the frequent revolts and demands for an ex- 
tended citizenship. Authority of the state was vested in the all im- 
portant power of one emperor. The law was a written code both 
of public law and law of public rights. Justice was meted out 
under law. Ownership; public domain, public buildings, works, 
art treasures, mines, roads, acqueducts. Conflicts, to realize in- 
alienable, personal rights in the state. 

First step: fillin the important points in the growth of the 
Ronian state, republic, in order to know the conditions in Caesar’s 
time. Specific aim; to show that the Roman citizen held his rights 
as regards the family of which he was head and the property which 
he possessed as natural and inalienable. 

Second step: teach all the events which show why the Romans 
took one man to rule; how he made himself Emperor; what it 
meaut to be Emperor ; what Rome was; what the people were that 
the empire was an attempt at social order. Specific aim; to show 
that under forms of law the Romans still held no personal rights 
under the empire. 


116 COURSES OF STUDY 


The Roman knew himself apart from the state—in it and also 
separate from it. He recognized the necessity of sacrifice of per- 
sonal rights to rights of state but failed to find the just balance 
between the two. 

History previous to Caesar. How the plebs found their place 
in the government. Licinius and the laws. How the state helped 
the poor. Spurius Cassius and the laws. How the laws were 
made and published. The ‘‘ Ten Men’’ and the tablets. How 
Rome gained her conquests at home: Coriolanus, Cincinnatus, 
Camillus, Marcus Manlius, Pyrrhus, Pontus of the Samnite. Her 
great wars beyond Italy. Hannibal and the Carthaginians. 
Flaminius and the Greeks. Scipio in Spain and Africa. ‘The ter- 
ritory which Rome had taken before 133 B. C. ‘The Gracchi who 
tried to make Rome better. How the state tried to be a state. 

How three men joined to get what they wanted. Caesar went 
to Gaul; Crassus went to Syria; Pompey staid at home. Caesar 
in Rome; what he did. 

The Roman state—the empire. Real forms, government, the 
eimperor vested with power of all important offices; the privy coun- 
cil of the emperor, the senate of elders, assembly of people, cen- 
turies; the army, important as aid. Augustus; home, way of living, 
friends, household, 31 B. C., 14 A. D., titles, way of governing. 

The city; public buildings, roads, aqueducts, bridges, forum, 
tombs, columns. 

Amusements; shows, contests, feasts, processions, story of the 
Gladiators, Sparticus, 

The great men; Caesar, the general, his army, camp, warfare, 
great battles. Cicero, the orator; Virgil, the poet; Livy, the his- 
torian; Paul, the Christian hero; Constantine who made a new 
state religion, 323 A. D., separated the army from the citizens, 
broke the empire into parts, made his court at Constantinople ; by 
these means he ceased to be a magistrate of a free people. 

Ideal forms of art, music, sculpture, painting ; architecture as 
seen in great buildings, style; literature in the form of poetry, his- 
tory, code of laws; intelligence as shown in schools, teachers, 
science, inventions, discoveries; religion, Pantheon, Temple of 
Vesta. 


HISTORY 117 


The greatest things which Rome did for the world were to show 
how to live under law, how to effect organization and how to write 
out a system of laws, Code Justinian. 

Material for teaching the Roman state. 

Rome a republic : 


PMSfORyROn OMe ist st se rte Oty LAW oases tena A Leighton 
Pstory ois Rome. Printer series fo.) 72 Aaciach gases a deny Creighton 
eg ae ert LG COUR at Wis i ge cee teas cn ctaith nee ace Aula Wea Me ae Ihne 
WAV s Ole IS OPC. tat tere matan, httok yO METER Cea aiekd Or itle a Ataake diate Cute Guerber 
Rome an empire: 
The Story of the Romans...... PRR eee Wiel a ela ly» tre pee em Gams Guerber 
ELE Seo or Bem ait ane a San roe a De eA AROMAS emg ies, eee BS Becker 
BOA LSet VISAR OS ire ots itg inn ok cies « Wha Lica bales as Chea mvedey Merivale 
Cat aber Cea StH OLEH Sy Uden ac wk aye dle eeeicio Pie 6) oat dra Wrote oe ate Smith 
ae PE esti Cle CMe eae ee Ie, Vie Ge Ady Sach ew Os Mae ea Scribner 
Urey BGS Cs GE sg FR ode eR OP re er eee Plutarch 
fe OCS LMM Ma Sask aig oY alts vis st eins bos De eS emia Mew ott Sheppard 
PUR Ee ere Oy LS oy ws Sug Re ld ew chee Se ope be ese gteleee Wallace 
TRU ee ORME ITE UL. c's). 2 sales veo 0's bas 8 OR a ho setae Bulwer-Lytton 
Pitty topicsii Roman Antiquities: ............0.608 esses PSG othe Kelsey 
Ue Ried RO Se oe. 6) el als’ oy a wee ws sp al dag sage ee ae once otoule se tes Coulanges 
Augustus : : 
URIS ABER Done) Sa. | 6, Be AUN aia a ae oa OC Sa aa lh aang DY Are a Capes 
EPI SU ene mE TCO BR Te 2.2 s Giese pes cate Meee Nici a a tons elo tied Ole oe Merivale 
WEIGGCOT VOM PEGE GRT ows cat ee yale ernie cc ead Oo ae aaasad Meneueds Duruy 
Pictures corse oman Lalo wits ee: sees Wewal cee aie r ebacdue wes Church 
MAS OMIIETMR MIMS AS lope axe AY ease: donk cheat oo ain't sa kahity Se ase haps oe Lord 
PL RLAS FORME ICHAEL OSE cto aes a ee Nate ated ss wren pa'eip es ajnaehn) ator ae Schreiber 
EMStOry OLS ROMIO Ty a @ 7 oi cl cision eta Sid. Wee Clee as HUawese ees Mommsen 
ELISCOE VOL MROMES rs tile Te Ih Pon othe ae ade stuite mone cos eo ee Ry ee Thne 


The Church of Christ under the empire. Began with the 
Christian story, helped on by Paul the preacher in Macedon, Greece 
and Rome. In four hundred years many had been persecuted for 
it; believed in it; built houses for it, monasteries. Constantine 
adopted it for the state church. The preachers who lived in con- 
vents; St. Patrick, St. Jerome, Leo the Great, story of Attila, the 
Hun. Gregory the Great, and the preachers; St. Augustine, St. 
Cuthburt, St. Boniface. 


Material, 
Tettersi to: thes GNGTChesioa te chor cle obi gabe wate wee Meal a tiaset coctene sets as Paul 
CIV TEC GE eEMASLOR Ys aotiw a vcats ch sinters Rises Gace wi Wee geen Cee fee cs Fisher 
PBC LIMStlATI tans nena os The Ea bas veal adi aig ee ives owas Millman 


Stories of the Olden Time. 58.50.0602 0055 VET E Sale Tae Johonnot 


118 COURSES OF STUDY 


The Church of Mohammed; his story and his work; how he 
made a great church-state; Haroun-al-Raschid and the great capi- 
tals, Cordova and Bagdad; art and learning; their bible, the Koran. 
The conquests of other countries, Spain and Jerusalem. 


Material for teaching the Church of Mohammnied : 


elections A455 Aik pean beet BOAT tae te ha ene Daa aetele shee tree ene Koran 
Meitaeval FTistory cyt ale esas in ten ahs ea ee eae ee igait acon Myers 
Atabian ‘Nights Hintertainment/ 0227. ue. oes ce secon omnes Townsend 
Haroun-al-Rasncide tte es 28S on sls tye oe eee Meas sete ee eee Palmer 
WiNamM Dia sc5t wue ee Ole ro ks Stine = Lane Meee Came alah eae Irving 
Saraceug tyro amas oie ctetoteta tn Sia’ (o erenaint elk as Pet msenclg i ease a eee Gilman 
Heroes and: Heros Worship. foci sci g7s ces de) oe eee ee ee ee Carlyle 
Decline and: Hall'of: Romtes 75,00 oS scils devin pe tee ee eae Gibbon 
Hifeof ‘Mohammed: ...4i%.4i3s 4.0% p06 bee oom ke OR ee eee ee Irving 
Life of Mohammed! ..2.34....45555% iene ale wel hee e trae ewdanaae Muir 
Great Leaders .i5 <ts bivdp ate cise ewe 4 edie eae one BiRA ae eee Ferris 
Middle Ages.) 22s otc s vite dec 04d Cau ded vice els ee en ee cee Hallam 
Studies in “Modern History? .). 4/5355 20345 0 ade eb ee ee eee oe Stille 
Beacon Lights'of »:History: 34:4) si2 . sl eens ie ee eee eee Lord 


The people who took the country away from the Romans: 

449—the Romans could not hold England. Then Hen- 
gist and Horsa led Teutons to the island, drove out the 
Britons and remained. The story of Arthur and his 
knights. 

451—Attila took his warrior Huns to Italy. The story of 
Leo the Great. The death of Attila. 

486—Clovis took his warriors into Gaul and drove out the 
Romans. Clovis and Clotilda. This man began a great 
name of which we hear soon. 

493—Theodoric defeated the Romans and ruled instead of 
the emperor. 


Material for the Invasions. 


Populan Romances. cies 5 «vues Wen dire dace casa oN een eat eee Cox 
TheodoriG, thesiotn 2 nc ecateea een. eee sae eet ee Hodgkin 
Romanus and Teutonss¢ feaee. Sir Ua aru ate. cee Kingsley 
Roman: Eustory.: 3s ss5 ¢ caus a ee ee a nates AGT AN Pelbam 
A’ Tale of ‘the House of the Wolfings.) 22.007) 2hecs) sue dewes Soe Morris 


The political state under strong kings. Characteristics: the 
old bond of kinship in the state is replaced by the tie of personal 
allegiance to the leader or king; the personal relation between the 


HISTORY | 119 


people and king determined to a great extent the bounds of the 
state; the individual is dominating the state; free choice is prac- 
tically giving place to hereditary kingship. 

Historical ideas in the state of the middle ages. Reciprocity, 
society knew itself a community, changes. Authority, the kings by 
heredity right. Law, royal proclamations often without other sanc- 
tion. Ownership, occupancy of territory taken in war, over-lord- 
ship. Conflict, for individual domination. 

First step: to deepen and freshen the impression made by the 
study of war leaders in the community. The war leader, heredit- 
ary, claiming and maintaining the right to rule, is the strong hand- 
ed monarch of the mediaeval state. Specific aim; to give the notion 
of kingship. 

Second step: to show by the events that the rule was personal; 
that the people knew themselves as possessing natural rights ; that 
the king recognized the rights of the people and was not the owner 
of the land. ‘This marks the difference between ancient despotism 
and mediaeval absolutism. Specific aim; to show that the individ- 
ual regarded the state for the man. ‘There must follow continual 
conflict for individual domination in government—the history of 
the middle ages. 

The mediaeval state under Karl the Great. Fact forms, gov- 
ernment, Karl, his council and ministers; assemblies, when called 
by him; army of henchmen, personal followers. Aachen, the home 
of Karl; his court, dress, equipage, household, army, armor, 
school, books, buildings. Karl’s government; laws, taxes, report- 
ers; Karl’s aid in making a pope; his rule of the church, state first 
then church ; his defeat of the Spaniards at Saragassa; his tomb at 
Aix-la-Chapelle. What he did for the world ; he was the principal 
figure of middle ages, he made schools, libraries, tried to learn, 
built a navy, extended commerce. What his people did; went to his 
wars, fought his victorious battles, paid all his taxes. His trouble- 
some neighbor, Godfrey, king of the Danes. Story of Alger, the 
son of Godfrey. 


Material for teaching Karl the Great. 


His personality and character : 


Beacon, Lights Of History. 33 iisddene ee concn sauee se ELT eae Lord 
HolysRomat BMpire sais bdaes caee hs Geman ane ee ieee emer Bryce 


120 


COURSES OF STUDY 


History. of France) iy srs So ute k sae nae’ 4 oo ek NER ten eect . Guizot 
che Three Germatiys 0 ).2 no ance Sea oe kao pena eas Naas eae Fay 
Middle Ages ro elds eh w aoa bee sek oh eet abe Scie geiy bye eee Hallam 
History of Geriistty ce os. ae ee been css Pex eee suiel 6 50Gy gare Lewis 
History of Germany.......... Giinetin eset cGee ere nd see eee Kohlranch 
His government: 
Charlesithe Gréatia 2% is ons bec hie le Soc eeiae ener then eee ee Mombert 
Capitularies..... Male ied CEN wae hee ic lep tee gis tig CRC Sa eee Guizot 
History of Frante ssc i) secs os can cee aie sea eae heehee hor eee Duruy 
History of Mugland 2% sites SG ca kane ose ke OW eee a es One Stubbs 
Court life and customs: 
Life of: Charlemagne (i) f.00).5 1.605 vd ow pen win b's ols bills Sateen eee Cutts 
Manners and Customs of Middle Ages.................0. 00000: LaCroix 
Charlemgone 0): cs ete ek es eee be eens es ae vente ee James 


Amusements : 


Education : 


Albrecht (a novel) m2 0.250 2) 5 Ghar cts nist Sent ae ee Bates 
History of Brancé>. 2 fv... Sa ss oar eee eee eee Guizot 
Riso of: Universities. 2. ju) @ucccl) oils}. . een ee LaCroix 
Alcuin, Chapter TIl.%:. wi ve + easel «ss ogee Bo ete pee West 
Schools of ‘(Charles the Great. +. .00. 3.4.5. os beeen .Mullinger 
Science and Literatures 2000.2 ve. ng as hace oo Deane ee LaCroix 


Stories and Myths: 


Epics and;Romances of Middle Ages... ..0 554... ...05 42nu s,s enne Wagner 
Legends -of (Charlemagne !. ica. 2h... coerce as ewe ean eee eee Bulfinch 
Story Of Roland es re aise wirele cs nite weet ate ks ete Morris 
sstoriés ‘Of (Charlemagne: a! 570) 30. ste eth, fen beep er eae Hanson 


Reading in class : 


che Story of sGermnany. 20 Haha sein weeea cee eet een ee Baring-Gould 
Stories of the Olden Time............. cduties SE oe bee ee eet Johonnot 
Sieptrigd. A.W eae hee Paw hee ents ke CR oe eee Baldwin 
Story Of (Rolandss elie eee ee ena a oe Cae eas ee eee Baldwin 
Tales; Germany, Stories of SWaittokind =o. c.tis, tos eee s oe ee Morris 
Historic Poems, Roland at Roncesvalles.................cccceccees Ford 


References for the Nibelungen Lied. 


German 2Lateratitres a aire on. cota nc note ae ere anes Hosmer 
Studiestin German Literature 24461, 06a cee tn eee cn cee een Taylor 
Mediaeval German Epics i.) -igas ener eau oemae ao tog omee Dippold 
Hours With German ‘Classics |) Voc. docs teen eee ee. Gee ee Hedge 
Outhne of German: Literature:.< <2. cu)s.).seuntens bike eee hae Gostwick 


HISTORY ~ 121 


Prohigeorr rome (str atid (52 nae ie ae eee. vide vscu Ulises Hots bles Forester 
DUE Oy OMPtCPA TVA ING WON 2.5 cs used guw uations ih cpadaas es Cox 
A Viele, QIN NP VLR IVER OLS: ic lth ae es van 7 lah beatae nee ta amin ear ee Fisk 
NOTEGE LI VENOHOM Yea Wate ray Pleas tee eee Mn wae Anderson 
Ia PECUDG bs TED ON A 9 Da A a ae ne Mo ROE Re CRO ESR pe OME Barham 
ropbinh sd Le M DULAC MTP 2 eer gt SP ih Rin ert neg dS aA coe AL RENE | Morris 
PALATES AGLOU Men eid Wa yale tide vows iabbale (4d 0 inte c fie shele tae (cis is steel sge Schiller 
Chips tron a (seruian WGOEKSNOD. ap aye bia he ck ae tees alt Muller 


The characters Siegfried, Kriemhild, Hagen and the glory of 
the whole poem, Margrave Rudiger, are heroes worth teaching. 


SS eV -EeNGE Ei G-RoA DE 


The seventh grade makes a study of social conditions and 
movements while the strong kings ruled. 

The material used for this work is varied, but the following 
outline is suggestive. 3 

The state under Alfred the Great; his life and work. Strong 
men who tried to be kings: Rolf, the Ganger who took part of 
Karl’s kingdom ; William of Normandy, who took England from 
the Saxons ; Hilderbrand, who got the chair of the pope. 

The crusades and knighthood. ‘The causes of the crusades; 
the preparation for the crusades ; a study of the third crusade as a 
typical one and study of Richard the lion hearted ; the result of 
the crusades studied somewhat in detail. In connection with the 
crusades, the growth of Mohammedanism is traced and the charac- 
teristics of Mohammedan life and purposes made plain. 

The rise of the commons; in France under Saint Louis and 
Phillip the Fair, in England under John and Edward I. 

The new times—inventions, discoveries, etc. Marco Polo’s 
voyage; the telescope, gunpowder, linen paper, invention of print- 
ing, translation of the Bible; great preachers, Savonarola and Mar- 
tin Luther; great artists, Raphael and Michael Angelo. 

Material for teaching Alfred the Great : 


PALCIOL AMITedat ie GOLEAUs, clade wo deal ecidea uaeus oe deus Ue awiae Ta Asser 
ETstOEyole emer land VOLNY Ezy fe v's gic at tena uty wie or diac toa ako ofa ee as Green 
PVIIFEC: LHGHGTERE SA Waly cents e eae 6 viet alee oy tema ete « NEE Pa CUS, mace tle Se Hughes 
Historical rales susie i Sola Rye eh ct Hadly canes a hle E> Morris 


BeACOME A ls eha wwe et a tebe tie sop ore eat wee nus eluted ase bes Lord 


122 COURSES OF STUDY 


Material for teaching the strong men who tried to be kings: 


Story'of (the Normans). o.Sy Siae eawes sda fe | a see ee ee Jewett 
History: Of ‘Hrané<seivs ia aiiece ues. enka cous ett teen ae een Guizot 
Ivanhoe CUE Ses Pees eee ate shes be cabs poced Bary eileen ee Scott 
Life of William of Normandy........ Lis ‘sited wie pads Me tee ee Abbott 
Historical “Pale: 22 sore e tel a sis's le giaee wo Shona wis Bie ees ie os Morris 
William the (onquerot 7. is oy cst oe acetcs 0 ee 4 ell won) eae ram Freeman 
Woriians in Hurope eco vise to bons wate st eh Oak be Pea eee mee Johnston 
History;ot Christian Church yig oka eae os ore ne ee ee Robertson 
Material for teaching the crusades : 
Phe SCrusages, £657. neath: Gace be cies > 0 Sole Mats AE ean Be Sees pei oe Cox 
Life oF Richard WF iss .5 Gs v5 vo oa ibe Ne UAE ec s  e C Abbott 
jyanhoe A Richard dt) cl. cots seen ee eee os eetlat ewe. a Scott 
Talisman ( Richardal) 205 i fds o3\s dated cs piece Sse ee Scott 
Saraceus, Story of the Nations Series :+...¢..0n. she ee ee Gilman 
Ten ‘Great Bveniseic. ces rss soe oak eels oe eee eee ASRS A all hy :Johonnot 
Historical Tales, German, French, Raglish . Pals cece, ata ene an Oe Morris 
Meniof (Tromss2 OSUAn ac. oo ook on ak ee eae ee eee ROY gd s,s \ | 
Age of Ubtvalty Gil ear eR aed aos ee eee ees et oe Bulfinch 
Castle Tater s 4. R55 eta th Giisk ad Rebs tone eee ee eee Blashfield 
Cryilization During the Middle Aves. 2... ..Giteqet. ese een Adams 
Material for the rise of the commons: 
History of Mrance): A065 36 ac) 20 Ses bans tee 0 ee White 
History.of.. Hogland 850 .07..i~ us oso hl etek BOE ree Gardiner 
History of England, Vol. I., Chapter VIL. 5 Fh antele 6 les oe Guizot 
Rise Or Peoples cucc.' 1 e hders e's dows Mole prs eva bie Re ee a ee Rowley 
Material for the revival period : 
History of Bngland pos) 4 n'sc csi din Stew wisheies. hotels kg a loan te Green 
Guten nee. sears Sale bates ot eae s sees cin le wee et ouerntaner ater one men ane . Pearson 
Stories “-of-DIscovery si easen yeni bee ce abs se ana eee Hale 
Civilization During the Middle tA gee. 52cs week en ere . Adams 
History of the Middle-Apes.\; (cutie tone cys bis on fae en Munroe 
History ol the Middle Ages <2 owe ee ess lbp nn eee Duruy 
FROM OLA borne oe aie tema Pk siaini-~ did ssshow os phan ieee eae aa Eliot 
Mediaeval) Att iii% cant kr uicucroeis pix eens sai isd Ga age Non is ee Reber 


The last half of the work in this grade consists in a study of 
the discoveries, explorations and settlements of the new world as 
brought about by conditions in the old world. For example, the 
invention of printing, the use of the compass, the desire for travel 
aroused by reading of Marco Polo’s travels, etc., in the old world 


led to the discovery of the new world. 


HISTORY 23 


A typical explorer of each nation interested in the new world 
is carefully studied. The others of that country are passed over 
hurriedly, but always with a view to their motives, immediate ac- 
complishments and final results. 

Colonization. The work here is a continuation of the study of 
Huropean life. The point of view is that of European peoples 
transplanted and developing into a new nation on this side of the 
Atlantic. 

The condition of England in the early part of the seventeenth 
century is touched on briefly to show the economic, political, indus- 
trial and religious ideas, customs, and institutions which the colon- 
ists brought to this country as a part of their life and inheritance. 

The settlement in Virginia is followed in detail to secure a clear 
idea of the modified life and institutions of the people and the 
growth of a strong colony displaying in the main the chief charac- 
teristics of what may be regarded as typical of southern life. ‘The 
other southern colonies are passed over rather hurriedly and only in 
sufficient detail to give comprehensions of their location, import- 
ance, and whatever is peculiar in their history and different from 
the life seen in Virginia. 

In a similar fashion colonial life is studied in New York and 
Massachusetts, as the type of Middle State and New England life, 
and constant comparison is made with Virginia. 

The struggle for control between the English and the French 
is prefaced by a brief study of French exploration and discovery. 
The relation of colony to parent state, the character of life and in- 
stitutions, and in particular the relation of French and Indians are 
studied and contrasted with the English colonies. 


References. 
CECCOTAT: LORE) Sas estes Tet sat ee pa Likes aE ea ae ale celle exh Montgomery 
PRTNETICA TN Ee DIOLEYA ct ats so anh Pole Mo cee Ou be Mink eH diel bk ahs | Higginson 
Discovery Of vA Meri cars. ad) ey nie oa Sea oN oe aoeR Oh ewes eee Irving 
Cilamiplain: and. His ASsOciates yo ki. Stace tore sa ar ok see ws ce ee Parkman 
PEI TOM LIULIIEL Fons eeneeae a on oe tx ulema tbo eh aa es ae eee Pe Sal ae wae Kostlin 
PCLOLINA MOI eae hat ea cas oe ait the ul st guitars wk soon monte aad Fisher 
VR AGT AST CLI 0 oo Spices Ais aah am AIR tice ilu et rn SMe eRe gen y OLS Nd Creighton 
SLORY O17 LADELEV his o otues Wig had a Uo daretva go atin tie secant emaee Breeaie Coffin 
Historyor the United: States? y78 woe aoc os okies oat date ow aere S . Fiske 


story. of the: thirteen: Colonies... fro rs ew nccpare eect ney lest Guerber 


124 COURSES OF STUDY 


Story:of- the Bnglish s20° 0 A wiley ee one ead a eee Guerber 
Discovery. of America 5a) iad 5 dene yaa ance ae Fiske 
Begitinings of New Mngland 3)... .0 se ay sine oo col Fiske 
Old ‘Virginia'‘and Her Neighbors... oo )cni23 re. >< ees 2a eee Fiske 


BPG TH GRADE 


Review period of exploration and colonization. 

Constitutional history of England to revolution of 1688. 
Kings compelled to recognize the rights of the people. John and 
Edward I. 1215—the citizens gained the Great Charter. 1265— 
the parliament to grant supplies. ‘The charter did not confer lib- 
erty but was a written agreement to respect the inalienable rights. 
Freedom was not secured because kings did not keep their word. 
The people resist the government—a revolt against taxation with- 
out consent. ‘The people led by Cromwell stood for self taxation 
and an independent church. ‘The royalists led by Charles I, stood 
for royal prerogative and the English state church. Great battles 
fought for freedom in 1649. Charles executed. People secure bill 
of rights in 1688 which made a new house of kings. 

European conditions from 1688 to 1763 and their influence upon 
American history. Intercolonial war. Quarrel between England 
and France; King William’s war. War of the Spanish succession; 
Queen Anne’s war. War of the Austrian succession; King 
George’s war. Seven years’ war; French and Indian war. 

The English colonies—American revolution. Self-governing 
communities of English citizens; each with an established order 
of doing and exercising the right of self-taxation. 

Commerce regulated by parliament. Manufacturer’s act. 
Navigation act. The king violated the great charter and the bill 
of rights in three parliamentary tax acts. ‘Tax acts. 

Some special points to be made: the new taxes, how different 
from the old; the results of parliamentary taxes; the things 
which united the colonies in common cause against England ;_ the 
sympathy and heip given Boston; the Boston tea party; Boston 
_ town meeting. 

The colonies resisted. Called congress in 1774—its authority 
as standing for the state ; sent a bill of rights to England; sent a 
petition to the king ; organized societies. 


HISTORY i 


Parliament passed the ‘‘Intolerable Acts.’’? Parliament passed 
the ‘‘Quartering Act.’’ Dissolved the assemblies. : 

The colonies made their ‘‘Declaration’’ and by it a state inde- 
pendent of England. | 

It must be made clear that the rights of the colonists 
were the rights of every other citizen in the English state. It must 
be made clear at every step that the authority extended to every 
part of the state which included English America. Just how the 
inalienable rights were violated all the incidents show. It is a con- 
flict for inalienable rights. Can it be shown that the revolution 
was just this—the English people of America constituted them- 
selves a state separate from the people in England and created a 
means of government vested with due authority, the Continental 
Congress, and followed that by the Declaration of Independence? 
Select such events as lie in the direct causal relation. There is no 
better place in all history to show the intelligent action of a people 
to wrest rights from the tyranny of strong-handed absolutism. 

Brief outline of the war: political parties, doctrines, strength 
of each, leaders; armies, commanders, discipline, hardships, par- 
ties represented; alliances and other aid, treaty with France; 
position at the outset, plans, objects, strongholds ; campaigns, in 
Eastern States and Canada; secure Boston but not Canada. In 
Middle States, defeat. Two things help Americans; Burgoyne’s 
invasion and the expedition of George Rogers Clark. In Southern 
States, partisan warfare. Cornwallis surrender at Yorktown. 

Important names in this period of history : James Otis, Samuel 
Adams, Patrick Henry, Gadsden, Robert Morris, John Adams, 
Jefferson, Franklin, Washington, Madison, etc. 

Government under Articles of Confederation: government 
vested in Continental Congress ; perforined all the duties in a free 
state; made good the Declaration of Independence ; made a plan 
for a permanent government; entered into foreign relations. The 
inalienable rights of the individual henceforth were secure in 
America. 

The French revolution. Condition of the peasantry under the 
tyranny of kings. Louis IV, ‘‘I am the state.’’ Taxation without 
consent by the king, the landlords, the church. 1789—The States- 
General called when the commons declared themselves a national 


126 COURSES OF STUDY 


assembly. Madea constitution. A government by king and leg- 
islative assembly failed. Commune of Paris in power, riot in Paris. 
The commons in convention declared France a republic under the 
legislative assembly. The king executed. The reign of terror, 
Queen, Robispiere executed. The people a wild mob. Quelled by 
Napoleon, a generalin the army. ‘The directory, enlisted the peo_ 
ple in war under Napoleon. Napoleon seizes the government, 
restores order, unites the people. The empire a strong govern- 
ment. Code of Napoleon and the people prospered. The spirit of 
liberty was not crushed under the empire. 

The self-governing political states. Characteristics: the peo- 
ple know themselves to be the state, have a common understanding 
regarding inalienable rights, and take an active part in self-govern- 
ment. The laws, based upon natural right, afford the individual 
protection in the exercise of the ‘‘truest liberty.’’ 

Historical ideas in the political state. Reciprocity, the state 
the ‘‘larger self.’’ Authority, unlimited sovereignty of the state 
vested in a governing body. Law, common, determined by usage. 
Statute, enacted by law making bodies. Justice, rendered in the 
people’s courts under state law. Ownerships, common, all public 
property. Right of eminent domain. 


Conflict. 


First step: give the concept of a constitution, both written 
and unwritten, as the established way of doing things. Show that 
the previous experience of the people and the necessity and condi- 
tion under which the written constitution is executed determines its 
form, while the unwritten constitution is merely long established 
usage. Specific aim: to show that the constitution is the expressed 
will of the people of the state. 

Second step: give with distinctness the main features in the 
organization and operation of the government under the the consti- 
tution. Keep the distinction between state and government sharp- 
ly defined. Specific aim: to teach the consciousness of national 
life working out into national institutions. 

General method. Select the lines of events showing the de- 
velopment and growth of national resources and power, as indus- 
tries, commerce, alliances. When movements have arisen affecting 


HISTORY §27 


the nation, set the leader and his party at the head so that his work 
shall be distinctive, as Bryan and ‘“‘free silver.’’ Let it be seen how 
inventors have opened up national resources, extended national do- 
main, increased national power; how the spread of intelligence 
through public schools, through literature, and scientific research 
has modified national life. | 

The intelligent and rather rapid reading of the entire period is 
recommended, after which take up the same period following close- 
ly lines of events so that the course of the developing idea may be 
distinctly marked. Follow the historical ideas through the lines 
of events in which they are realized after which build up the whole 
again, 

Self-governing state, occupying a definite territory. The United 
States of America 1778-1780. The territory, extent, boundary, ac- 
quisition, reservations, control, etc. The people, rights, political 
parties, making known their wish, the governing body accountable 
to the people. The government, the confederation, the present 
‘government, how constituted, fundamental law, departinents, pow- 
ers, the history of the organization. The government in the con- 
duct of affairs. Provisions for revenue, banks, mints, currency, 
etc. Provisions for defense, forts, arsenals, navy yards, gun 
boats, fleets, standing army, etc. Relations established with other 
nations, war, peace, treaties, ambassadors, etc. Regulation of in- 
ternal matters, as making improvements, opening up the country, 
granting land for public and private uses, public communications, 
postal system, etc., patenting, libraries, schools, museums, scientific 
institutions. 

The great national questions. The nature of government. Nul- 
lification and secession. The civil war. Reconstruction. The 
social condition of the negroes. Political doctrine regarding 
slavery. The ’20 compromise, extension of slave territory, war 
with Mexico. Kansas border war. Emancipation, constitutional 
amendments. The ‘‘American System.’’ Economic conditions of 
the country calling for protection. High tariff, the opposition. 
Compromise. Important tariff law. The national banking sys- 
tem. ‘The early chartered banks. Public opposition with effects. 
Present banking system. The inventions affecting national devel- 
opment through population, rapid and easy communication. 


128 COURSES OF STUDY 


In such a brief tabulation as the above only the marked lines 
of development can be noted. The detail must give life and action 
to what otherwise is a flat and uninteresting enumeration of facts. 


Material for teaching the rise of the commons in England. 


History of England, Chapter X11, John.) .0.0.0, ) le. wane .....Gardiner 

History of England, Chapter XV, Edward... ..... 7... .s2en. see Green 

History of England, Vol. I, Chapter VIII, John and Magna Charta; 
Chapter IX, Simon of Montfort; Chapter X, Edward I. and 


Wallace, eh atstac a evince sah wb v'e bib igs eke ls Ss CGE Retr he ee Guizot 
Nojosiaona Charta.. iii ckouis wee aes «eek ib sens tae Old South Leaflets 
Historical Tales, English, Wallace, Robert Bruce, and Edward II Morris 
Young People's History of England. .2.0.\.\....-e. 74. pee ee eee Towle 
Rise of People. Epochs of English History.................... Rowley 


Material for teaching the revolution. 


Lite of Cromwellih.ccis <ais oa ix 5 sires aca emy a nae Re ee Carlyle 
The Puritan’ Revolutions... 024.54 diy «2s nidy as Ree es ee Gardiner 
History of English (People: oii... eye ne eee ee Green 
Biography of Pym Hampden Eliot 
Chief Actors in the Puritan Revolution...) .. 27.507) 99. ee eee Bayne 
Petition of Rights 1628, No. 23; the Grand Remonstrance, No. 
TGA Ps OFS Oe a re oO eee Old South Leaflets 
History .of ngland oi2 Ss. acho sein be uae ee eee Gardiner 
aya Colonial Flistoryy aisha cecceias occ cytes bate eee ea Thwaites 
United States History... 22.2055, c02.. onse 9 eeeeee hae eee ee Fiske 


Manufacturers’ Acts, Navigation Acts, Tax Acts 
Development of Constitutional Liberty 
Historical View of ‘thre Colonies: iV s.0. fi iis ok ey ce ge Cee Greene 
American History Leaflets, Nos. 29, 21. 

Congresses and their Significance. 

Rise’of the Republic? cgay Fw ae dete s peas ee ae Frothingham 
Saniuel Adams, Bill of Rights, Non-Importation Society...... ... Wells 
Life of Patrick Henry, The Spirit of Virginia, Life of Adams ...Hosmer 
Acts of Parliament. 

Conciliation of Amiericati Colonies.3) 7-000. ues ens one ee Burke 
Oration on AmericansTaxation. cc i.ce0s.c wane ences een Burke 
Anierican Association and_its Significance. 


History, of ‘the Waited States... 2) aia cosas: cpa ee nee eee Hildreth 
Documents ss sy sve y wire Seeaie iss ue As aca ate iy ne er eth a ee Preston 
Declaration of (the United States) Independence. 

Tiifevand Works! Ben ca S68 es Gs ow oe bon Rie ie ie eee eee Jefferson 


American History Leaflets, No. 11. 
Continental Congresses. Conduct of Affairs. 


HISTORY 129 


PieliioRsvas AuOVey T1etG SLOTICS stay. 6s cies dav ches Pe scanned Lossing 
CiviieGeovermimient, Political ‘Matter: .c.. 0 cca Vaca ee doa cde des Fiske 
Warot Independence, Military Affairs, . 2... ci ese te ea dee ens Fiske 
Historical Classical Readings, Nos. 7, 8, ro. ; 

Samuel Adams (excellent for scenes)... ....6eo5..0000e adh see Wells 
RPE ES GMP e PSUs Coe a iene avo or erchedsie ocd Saln s sla daly Sam oraree eons’ Cooper 
PAB OUAC RECS OleLTON Ti Uyak Pe a es CEL Aole dg oe ae Sh mee ck ae Abbott 
Rea Dar ee ea hel Need we Chadd so 4, Wig Hie uae aoe Leeks Abbott 
aworopies, Account of Male-‘and Andre... 00... fo neeee allows .. Lossing 
Pepa Lite WV CSL ae Sociale ori any dole sti vie Roary oaen ek Ge trae eee Roosevelt 
Border Wars of American Revolution............. TL RS re elas Stone 
Peewee Cee COIN NAISN oes Pde ne lhe ans sly yee Peake ca eee se oe Johnston 
Pesos ONNLAI HOVE. el ad dekh A osiest & since aia tale w C ilamalells Bars Thompson 


Reading class references. 


MRE TLL SIMRO Se fos Me as eee CRE, ctor cle y ccaak Cu yinaie ak ove eh ae Cook 
Meera SNe UL ACAI LIL ko aie aisigiaic es © oe bnNie ot sees he cas eaare Meas Moore 
PU EAGa A TIGUBOE Se MIROC, Gaelic sica'sio hh een y Banas teint ele scares s Dodge 
SEQ Ge plot yl Son Fa 0 aig) es a eg eae ne . Hawthorne 
Dew Paeenn begends. fi eee As. So Te ae . Drake 
PS OR VS gS a eas OP Pde i ire a 2 Fiske 
ed NE ee SEN gs scl P04 bos 2 ads dele Se eRe Cowes Read 
eee Bi ee Ae rs 8 oh odie s i cidib'els be c'elelee Bad's ooae me weee Coffin 
BIOGRAPHIES. 
Pe BIE GT NOT a a a ......pargent 
BO ee is iG ho dislovi ea iiso ee ces bebe dieses wevelecea ees Sparks 
RUE Oe SET ICH hc oe he ce cols oe Me's ns wn Dowie ew ate ea eae Morris 
Field Book of the Revolution, Yankee Doodle, p. 688........... Lossing 
COPIGbrCl MexGONd GNC DldCOSa fon vs co. ae lew ee ees oe eeleee wets _. Smith 
New England Legends..... sk peigie le sis" es See uit yee oreo ie Ie Drake 
ote eal te LOL ei. a ce en abate ow pow Se abae so She aitaet Cooper 
Benedict Arnold, Atlantic Monthly, Oct. ’90...............0ce ee Fiske 
On the articles of confederation. 
PISCOR TONE Ae MCG SLALES as ah ptros as ay oe a & Sol Av aly ecdin ale Seb A Fiske 
ESF ONCLO DOU EL ete oe Oa oie eee wet Aims nae hath yale tis cnie bine te Bate Fiske 


Biography of the statesmen who did the work. 
American History Leaflets, Nos. 1 and 2. 
The French Revolution Social and Political. 


History of France, Condition of Peasantry...............0..0008- White 
France, (court life history during’ Louise XIV.)..........0..0.3. Guizot 
iiestrench hevontion.. \Chaptens bh... 000. . acc ee eh eases sy dan Morris 
PETOR RE VOLHCOUE re vale pairs oes cali dong acta nite ates titce et hia Carlyle 
PASCOKY Ob SP OMOON cre rae Meee w ea Shee Weare eicial elas Reva oa Wore aa: Duruy 
HictOrvicr renin RevOLUlUOli ne: re rer docs Faiey Uv geeks Bashdee a: Mignet 
History of the French People........ Relat ai Miat Ae due! Cer ba atelate tse assy Iacombe 


130 ) COURSES OF STUDY 


History. of the French Reyolution. 7. 3.5.0. .scag + +« 004s) ae meee Thiers 
Democracy ins Buropes2:).5 .o STs. ee ase ie ae ot Adams 
French Revolution sc.¢ (aes es ees cele ees ope ve y= oe tele Gardiner 
A Tale of Two Cities. 2 2 aoe One eo ee Dickens 
Historical Tales; Francee@.:.. > ic eee elena toe pi ae twee ee ee Morris 


Material for teaching the self-governing state. 
General references. 


Division and, ReuniOn.. 2. Uel oes ead ae ee Oe ween oe Wilson 
The Making of a Nation... coca ts coy sos team pen sieles one ae Walker 
Cyclopedia of Political Science... oat. se. ee 1h. Se Lalor 
History-of ‘the United States... si. ce.4 eka seein ete eee Andrews 
History, of Our: Conniryss .osw.s ys aan. ee ce ie oo eerelern Richardson 
On Territory : 
Public Domain, Public Land Commission Report, 
Historical Geography... 7 oo) ss.) 0 3s octet eee eee eer” McConn 
Historical: Charts .ijcc 9 fo6 0 0ccnie 4. 0's 2s 5 ote gn pee ee McConn 
Government : 
Government of the United States. ...... ....00 7s ses «= ammeter & Shimmett 
Civil Government cic oss eae ss 1g. eae ee Siete Th an pee ..... Fiske 
American Citizens 52.5 ¢0 hs» ons o40 88750 =e oe Dole 
Civics for Young Americans... .a22.4.+ +>) ee ee eee Griffin 
How We Are Govorneds. i ci<ches ch ees 1 ase eee .... Dawes 
Leading questions : 
Biographies of Leading Statesmen, American Statesmen Series. 
<4 -pLarill History.) ic fava cide ice cdc os oe OE eee a Taussig 
History-of Manufactures. igo... 405. onl ok sc cajele> a eee oh Bishop 
Anierican Politics ius diss «als pie J abies Ses each eee Johnston 
Secession and war : 
Biographies, American Statesmen Series. 
Charlee Sum mer .s55s es 90s. ae i eee cs eo ore Pierce 
Great-American Conflicts. 2:..\sdcaan eee cy cores ae eee ee Greeley 
Bird’s-eye View of the Civil Wari... 0. o5-nu er tone eee Dodge 
Memoirs of Grant, Sherman, Sheridan, McClellan. 
War Between the United Statesive. 7.2.42. suet ap ee Stephens 
Liifeof Lincoln, sicher antes us tee Goo eee ee eres Nicolay and Hay 
Famous American Statesiten .cinsiswebsis, oo oes ia cise eer ae ee Bolton 
Youug Folks History of the Wats joe eee eee Champlin 
Twenty Years in Congress. Reconstruction Extension........... Blaine 
Stories of Inventions sic. a6 esc, cies seater ae ran Hale 
Making of the Great West | 220086 aes oe eee Drake 
Story of: Our Continents G0. 2679'Ga oo tee ee teenie ae Shaler 


Three Decades........... 5g ai Sar Nal ope td a gee pechaae, he bid ec Cox 


GEOGRAPHY 


The work in nature study during the first two years forms a 
natural basis for geography in the succeeding grades. In the third 
grade, the child’s immediate surroundings become the basis of all 
the work. This gradually leads out into broader fields until the 
sixth grade is reacked where a comparative study of all the conti- 
nents is taken up as a basis for the descriptive and commercial geog- 
raphy of the seventh and eighth grades. The subject is related so 
far as possible to nature study, history, and literature and has con- 
necting points frequently with art and manual training. 


eben Go REACT) FE 


The aim of geography in the third grade is to familiarize the 
child with the phases of industrial life around him, to show man’s 
wide interdependence, and by stories of foreign children to give 
him the world idea and prepare him for the formal study of this 
subject. 

Talks about home gardens and their products lead the pupils to 
see that we must rely on market gardens and on farmers for many 
of our food supplies. Each of these is discussed as to the method 
of cultivation and the distribution of products. The diversity of 
products on farms is brought out. By a natural sequence the in- 
dustries of the city that convert home products into manufactured 
articles are next studied : 

Creamery 
Flouring mill 
Canning factory 
Tannery. 

Then those industries that ship in raw or partly transformed 

material to be converted into manufactured articles are taken up: 
Woolen mill 
Ladder factory 
Paper mill 
Tag, label and box factory 
Hay press factory. 


132 COURSES OF STUDY 


After being visited by the teacher and after preparation is made 
in class some of these factories are visited by the children and their 
observations are later made the subject of conversation lessons. 

Further study of the city ensues as a model of it is made on 
the sand table. Reasons for the location of stores, factories, and 
various institutions are discovered ; e. g., why schools are located 
in different wards. At this time the study of the history of Ypsi- 
lanti proves interesting and much worth while. The growth of the 
number of conveniences is shown. Besides the sidewalks and oil 
lights of former days we now have paved streets, electric lights, 
gas; telephone, sewer system, waterworks, fire department, electric 
road, police force, and postal delivery. 

But in listing articles of food and clothing that we use, and in 
visiting stores, the children find that many things we use are of 
distinct domestic or of foreign production. By means of stories 
about these imports connection is easily made with other parts of 
our country and with foreign countries. The story of the tea plant, 
for instance, leads to reading about the life of the Chinese and cre- 
ates a desire to know where China is. The globe is now brought 
into use, the symbols for land and water are explained and China is 
located. Other typical studies are: 


OTT Oe Sis haw Gatley © 6 blots SaTutl uy canner al. eens era ae Arabia and Brazil 
SRICES ss aly SONA hats ES Sidhe ale Sa Oe Ae ila Gli ot ree India 
‘Tropicaltruttsnc. wow ieee sere ae Florida, California, West Indies 
RuDberig2) Ve lace eects ts Sf os le Aes. ahaa bhi eas Cenacle: sueta ca Al Weer Brazil 
Gold ce oe e eee Nae ea ee «diets Che eta he tional seen Alaska 
COCOA Sui uinw yh aerarale Bie ela ha a ere Vette 2 ee peau Ge a oa fee es Venezuela 
TOYS5 2s Goede «Salto Aa Halets does. Goole RAR AS ere ane eee . Germany 


In a short time many countries, all of the continents and the 
oceans are known and can be located correctly. Books read by the 
children are: 


Sévert Little Sisters cose yes scien chee eee Andrews 
Hach and Allain ceysue ton CWP Rien eak pattbeas OY cents Dati aa ares Andrews 
Stories of Industry. SA oes eee eee Chase and Clow 
New Century Reader, Book II. ; 

Big People and Little People of Other Lands..................... Shaw 
Around the World sic) 2254 Caan cke aes Cee shoe: corer ce een a Carroll 


Other preparatory work is begun that is of very great import- 
ance for the formal work to_ follow. This work might properly be 


GEOGRAPHY 133 


called nature study. It falls into two groups: weather observa- 
tions all the year, and observations out of doors spring and. fall. 
The pupils are led to observe and talk about the particular things 
happening in the weather from day to day. ‘They are not expected 
to explain or state natural laws. 

Some of the items here noted may have received attention in 
earlier grades. 

Observe that the noonday sun is higher in summer than in winter, 
A simple method is to stand on a spot that may be recognized again 
after some months, and look south over some building that the sun 
barely surmounts at noon in winter. Note in summer how much 
higher it appears from the same view. This is important. The 
words “‘inclination of the sun’s rays’’ should not be used. Inclined 
and vertical rays falling on a spherical earth are conceptions that 
belong to solid geometry. ‘The phrase that does accurately repre- 
sent what happens at places between the tropics is ‘‘the sun is at 
times right over head there.’’ In the same connection it is of in- 
terest to measure the shadow length at noon. Another observation 
that children make with interest is the placing of the sun at rising 
or setting among trees or houses by sketching its position then from 
month to month. 

Daily temperature changes on clear days vary from cool mornings 
and evenings to a greatest heat in early afternoon, usually at two or 
three, Readings are made from a thermometer exposed on a north 
wall. It does not touch the wall. The sun never shines upon it. 

The effect of clouds ts to prevent the nightly cooling and daily 
warming. Dense clouds coming on in the forenoon check the daily 
warining, or in the afternoon check the cooling usual at that time. 

Without reference to a thermometer the class ts to make out that 
our weather from October to March ts a succession of cold spells and 
warm spells, each two or three days long, In warm spells the sky is 
apt to be cloudy and the wind southerly or easterly, while clear 
skies and wind from the north and west characterize the cold spells. 
The difference in temperature between the cold spell and the suc- 
ceeding warm one Is often greater than that between night and day 
in the same season. 

Heavy rains with us fall mostly with wind between east and south- 
west, Note occurrence of such rains, the direction of the wind, 


134 COURSES OF STUDY 


the time of beginning and ending. Compare them with recent 
falls. Sleet is to be recognized as wet snow, clear pellets as differ- 
ent from the hail of summer, mist as droplets almost too fine to dis- 
tinguish, and fog as a cloud at the ground instead of above us. 
Forms of clouds so easily distinguished as cumulus, cirrus and 
nimbus should be learned. Whenever their constitution is brought 
up they should be spoken of as made of little drops of water, not 
of water vapor. If thunderstorms ever come up in school time 
there are five items to look for; the cumulus cloud, the outrushing 
squall just as the storm comes on, the violent rain at heavy electric 
discharges, the interval between flash and thunder, and the occur- 
rence of hail. 

Lhe direction of the wind with rain and with clear sky, the asso- 
ciation of strong winds or calm with clouds or clear sky are worth 
noting. ‘The wind direction must be taken as the direction from 
which it comes. 


Reference Books : 


Special Method in Geography, 32.0 <0 723).. eee McMurry 
New. Basis of Geography..c4.0 s.ccees cd a, eee Redway 
Child arid Nature chit ci. ad acne | > a urohe ne otapieia an ee Frye 
Home Geography. s.. 5. s+ sia asics eos bch os 3 sie te Frye 
How. We are:Clothed 25 pac 0 ie odie aes a ee Chamberlain 
Tow: We Are Redeic5 on yh. ce ee ere ee Chamberlain 
How We Are Sheltered «..0..< Gas eat nee eae ee Chamberlain 
Geography Readers, «sucess «. 55-24-00 eee ee ee Carpenter 
Man and TUS |\Wotk. oo vile cain so eae aeaeeatcn ae eee Hubertson 
Sociological Stady of Ypsilanti;../249 0.0. F. Vesa. pee ee Cady 
Meteorology, 63s, wha hates pune te Ses ys - Se ee Davis 


be OR ee eee 


_ With the use of the globe study the continents: comparative size, 
location by meridians and parallels, position in relation to bordering 
oceans, position in relation to other continents. 

The oceans: comparative size. 

The islands: East Indies, West Indies, Japan, British Isles, 
Greenland, Newfoundland, New Zeeland. 

Surface of the earth: mountain ranges; Rocky, Andes, Alps, 
Himalaya. Plains: North America; South America, selvas ; Asia, 
tundras; Africa, desert. 

Rivers: Amazon, Mississippi, Nile, Congo, Danube, Rhine. 


GEOGRAPHY 135 


Climate. Zones: tropical region; Tropic of Cancer, Tropic 
of Capricorn, Equator, Temperate zone, Polar zone. Winds and 
rains: trade winds,stormless winds; westerly. 

Distribution of people. 


Balk? Per nGorR AcD E 


The rational side of geography should be emphasized in the 
fifth grade. The children should realize ‘‘that nothing in geogra- 
phy stands alone, that everything has a relation or setting.’’ 

North America: location, shape, size (comparative). Physi- 
ography: old and new lands, ice age; mountains, names, kinds, 
relation to man; plateaus, names, relation'to man; plains, forma- 
tion, relation to man; coasts, kinds, relation to man. Drainage, 
rivers, names, work of, effect of glacier on, relation to man ; lakes, 
names, kinds, effect of glacier on, relation to man. Climate, 
meaning of, things affecting, effect on population; plants, 
adaptation to environment; animals, adaptation; people, distri- 
bution, life (showing adaptation). 

United States, same general outline as North America. 
Sections; location, physiography, climate, type of occupations, (re- 
sult of foregoing primarily); cities, (associated with occupations). 

Dependencies of United States, British America, Mexico, 
Central America, and West Indies are studied in the same way. 

There is a close relation between the nature study of the win- 
ter term and the geography of this grade. ‘The history and geog- 
raphy are also closely related. 


References : 
Physical Geography...... De Pace eee ae pL aN had Ba eh eats kes Le Davis 
SSrOINAT OCHOOMCSCOSTA DIY, 4 shia si. delegate spersis givel- Gide @aiaiehe bide sys Frye 
Current Magazines. 
POPLIN INCL Catia arg edie ote cia, Weta tek ae Ire ho bg a Seo ls ee WH sieth aia'ot Carpenter 
FLOW WPA Tee MCU en eeaN a te ane ey ee ek o, UReT AK Ge toes eae Carpenter 
Texts: 
Hiementary Geoprapuy so: tap aus sh Pee no teks eee ie es ohn ana & ashlee Dodge 


BOOKIE Seas ttee as packs eh omen ee ane Cala Sas Tarr and McMurry 


136 COURSES OF STUDY 
SPX HY GRADE 


The aim of geography teaching in the sixth grade is, through 
a physical survey of the foreign continents, to give the child a 
larger and more intelligent view of the earth as the home of man, 
not merely by teaching geographical facts, but by so presenting 
them as to show the basal law of cause and effect and man’s de- 
pendence as well as the dependence of all life on physical environ- 
ment. 

With this object in view the earth is held as a unit before the 
mind and all subjects are related to that unit. 

‘The natural features of each continent are studied as determin- 
ing life, and greatest emphasis is laid on those features which have 
broadest application to man, his industries, domestic and trade re- 
lations. 

The main ideas which the child has gleaned from his home en- 
vironment and his somewhat detailed study of his own continent 
become the key to the interpretation of these foreign lands, which 
after all but illustrate the same geograpical notions under slightly 
different conditions. Each continent as it is studied becomes the 
key to the next, thus through this study of ‘“‘type forms’’ the unity 
of nature is recognized and much needless repetition avoided. 

' The study of ‘“‘type forms’’ is further carried on through the 
use of stereoscopic views illustrating the typical physiographic 
features which most intimately influence man. 

Great emphasis is laid on map reading and map making. It is 
not necessary that a child know endless geographical facts, but very 
essential that he know how to know, i. e., how readily to interpret a 
map. 

To emphasize casual relation, unify and impress facts through 
visualization—colored maps are made of temperature, rainfall, vege- 
tation, animals, industries, products, distribution of people. Pict- 
ure charts are made of typical homes and dress of man in cold 
regions, forests, mountains, plains, great tropical rain belts, 
deserts. Industries in same regions; beasts of burden, routes of 
travel and obstructions. 

Orderly sequence of topics not only makes the work more sim- 
ple, interesting and intelligible but of greater educational value, for 


GEOGRAPHY F347 


through the logical grouping and comparison of facts the child 
reaches general geographical notions. In arranging the material 
for this grade—a survey of Europe, South America, Africa, Asia— 
HKurope naturally comes first as the continent most easy of interpret- 
ation ; its climate, plant, animal, industrial phenomena are very 
similar to those of the home continent, while its people are of the 
same race, and its institutions the mother of our own. South 
America and Africa follow, being similar to each other and present- 
ing decidedly new and foreign ideas in climate, plant life, etc., as 
well as different race conditions. Asia with its vast area, its great 
latitudinal range, its many foreign peoples, exhibits all the condi- 
tions of the other continents combined, making it a much more 
complex problem, and one to which it is wise to bring the knowl- 
edge obtained through the solution of simpler conditions elsewhere. 

The following outline is offered as suggestive for the study of 
these continents. 

Position, size, shape of this continent as compared to our own. 

People who live there are dependent on: surface—highlands, 
lowlands, rivers, river valleys, lakes, lake basins. 

Climate—temperature, winds, rainfall ; dependent on latitude, 
altitude, nearness to water, arrangement of mountains. 

Zones of plant life—dependent on climate, location, adaptation 
of plants to region, relation to man, special study of new and useful 
plants, attendant industries, plant products resulting from their 
industries. 

Zones of animal life—dependent on plants, location, adaptation 
of animals to environment, special study of important animals, 
man’s use of them, industries—products resulting. 

Man’s relation to other men—further development of indus- 
tries, manufacturing, trading ; growth of cities, as trading posts, 
commercial, manufacturing centers; capitals, centers of govern- 
ment, fashion, etc.; means of communication, transportation. 

Names, locations and various other facts are brought out about 
individual countries in the general study, and a special study of 
the important ones is made at the close. 


Texts : 
LV RUICER APCD TA DIT Un veg a ec a cpr sinen vale aleee buds ain itgane BPE SUEd ae & Dodge 
COMDICLEMRTCOGTH ON Wo so acts solace ocx obey Fo cateas Ce MOM CE Sine bd Cmaleele Tarr 
Sattar Peo Geoe rap yn. oe Gates Sale Nd We cigtis Aint ale mee aes Se Frye 


Grammar School Geography (pictures only)................... Werner 


138 COURSES OF STUDY 


Read by children in connection with geography : 


Wurope: 2.0 hbo. OR es a ee etry Siena c eee een Carpenter 
South America 7 aie cis tee ad oe SR lee are Carpenter 
PASTS Ss ates Sree ed aie ete oii cai oiled a as a ell ore ee a eA Carpenter 
Modern FLOTOPE Ss ile nts Ss WR ae kG eg ne = eg aleld ae walle ee iahane es ee Coe 
Stories of China <i 70 c5 0602 eng wy ales Pee as On aes Pratt 
Stories of Japan tree c hee ol. Oh owen eee ee Pratt 
Stories oF [idustey, Pee Sos eerie aaah ee pete warns Chase and Clow 
Teachers’ reference books: 
Special Method in-Geopraphy...c. sis oss a. ee ee eee McMurry 
Teachers’ Mannalercoy et, oo 20e.).2. uGkh a peer ee ee ea Redway 
Hand Book ef Meteorology... .. 24...¢0essee oe ae Ge eee Buchan 
Compendia ma) eo sa) Bale ayn ninjn me teicse ateane cine Gite ene aie Stanford 
COURS te ee ee Me elaine alas 4 wee een re a rohit ee Oe iret ae Jefferson 
Topics in \Géozraphy mwa. aa...) ae os ie a ae ei ae ieee Nichols 
Geography of Physical Deseription..\..3)../s02 seu a Keith Johnson 
American Weather). 260.) 2... are Pa co eee ee eee Greeley 
First Book in Geology! i. 2... Se. ens reas ae Shaler 
World’s Work (magazine) 
Barthqua kes io. ccc oases bie 9 0 8.4 alee ese oop mon gle ee Milne 
Geography Through the Stereoscope’..:... . sana ee ee Underwood 
Physioptaphy: (iso. saa opie ob caw sl 0g pc te © ager Canam Soa Huxley 
Hlementary Commercial Geography <2... 2... . SiG see eee Adams 
Hiementary Physical Geography <. ...).200%'e bee eee eee ee eee Davis 
Physical Geography FAs ao. 3 Sita ls Ge ake ole oak eee ee Gilbert & Brigham 
‘PiRivers of North, Ameria ge... Gonts oh Cael se ke ee Russell 
Type Studies from European Geography..... .........-..-4. McMurry 
American History and Geographic Conditions.................4. Semple 
Geographic Influences on American Life and History. ......... Brigham 
Monograph of Niagara Palis’. 2... secesae. cee aha cieia ets deco Gilbert 
Child:and Nature, 2. steels en oo ete baker ete cee ec na ee Frye 
Geography of River System.... .......... Li ih Wee: ade See Lawson 
Heyptiap. Lrrigation «cucu i.e anes: U. S. Department of Agriculture 
ENI8 se wists esac ue ere ooh afk ae SL CRE one ape re Holdich 
Japanese/ Bam DOO0S cea 02 ss sae we teow: U. S. Department of Agriculture 
Hyolution of the Japaneses onus mewn) ae ee ee ae Ags eee Garlick 
Mt irelees Sais ae eerie ie seiicaae 4/6 wall ea aioea dorama ie tnar ie ok ana Kennan 
The Arid Resion’ 77 ek se ee Pee U. S. Geol. Survey, Powell 
Descriptive Geography of Europe, Asia, Africa, S. America... Herbertson 
A Reader of Physical Geography vcr a. ¢ acme. an oh ae cee eee ee Dodge 
‘The Great; World's Rarm io. 2 Scans eee oe ee Gaye 
Man and His tW orks. 054 ye sok). oes aime ee ee ae Herbertson 
Elementary Lessons in Physical Geography................000005 Giekie 
The Fairy Land of Science., ..0 nee od ee ee Buckley 


strange Peoples oii /.cates ca eh aa chain ible et Soha ea ee ee Starr 


GKOGRAPHY 139 


For children and teachers : 
Youth’s Companion Series : 
Strange Lands Near Home 
Northern Europe rr 
The Wide World 
Towards the Rising Sun 
Under Sunny Skies, 


Europe : 
PAS LEOTTOUTNE VS Sy e U ae ee deters cae c tee Mee Oa aint Butterworth 
Picturesque TiGiand weap epee ses see Pad oe uate ne Havond 
Up the Volga'to the Maiti co. ete. Butterworth-Johnston 
MOCETIIAUPODEY oe ote so tth ees 8 Va kl e ep AMORS setae pan 8 Coe 
WNOLLHETIs Pravels te ost de ais Pace etre med eat bh asia Bayard Taylor 


South America : 


ROA aR ea te yee en eer nc Siete i bai ass a Aptis Siw feces we aes Boyde 
Up thecniazon aml Maderiay sion lee ae eae nes ote Mathews 
Forests of Giuiatia;. 2... cc. nes Rds Say cer RE ae cho ite ae eae Brett 
Africa : 
E RMUEETE Re ree eh OR nth furl icles alee hb eee hh un e's Kelley 
enecureiene. Dark Continent s)..0.. 25/6320 .s vee ce en Stanley 
Ue PAO ACTOR. liso hd vic pce’ ad ple aidbAs odie as Drummond 
PP BA 0G. Cees. Stile 6 «som d aieald F Caleta ess Mortimore Mempes 
Pe NE PICA el ac io an sl pradad «2 obs ci augh? Abele a Denham 
Asia : 
ATG, OAR TARE LUDES Lee PR Res Mea me ialty 9 aciale ate as PaO HS Kennan 
RAO Pe Gate SPOUSE ETE STR ree ign Boone 5 cat's paca ok oe a ace ale Knox 
ROO TCOE RUE RNY OL UL ae eos cle oe diag de Tie eae wien Gordon 
Pando tuevvy mite Mlepianhes. c.25 5 ves eal le oe tae ee Vincent 
Maps and Globes: 
Of World, Europe, South America, Asia, Africa........ Habenicht 


Pictures: 


Rhotogranits OV ENE. World 42%, oases an ee ies ee ev cyt os ane Shepp 
Stereoscopes and views of all continents. 

Aiioabvana, Piagi PIiCtuesss fcc. gsi pes kag we ols 4 5 Mumford 
Perry Pictures (selected). 

IW ORI CEIOLOLES ote Nats ay a ae iten's als, nial kale « amu as) tate 2's Mem pes 
SANA Hoven. Guin Dwi k Cees oc gam tae deh Waren om Poe Kelley 
SQUILINUETEOS TS, odie cs sins oe aicte sina 4 hee eure am emt ee 8's Mempes 


Post Cards (selected). 


140 COURSES OF STUDY 


SE V-EN-DH GRADE 


Through casual treatment a study is made of the social, indus- 
trial and commercial life of the countries of Europe and their 
possessions. In this grade special emphasis is given to commercial 
conditions and relations. 


Each country is studied according to : 

Location in reference to other countries 

Larger physical and drainage features 

Details of climate 

Distribution of people, their life and national characteris- 
tics as governed by physical conditions 

Special industrial features and conditions 

A somewhat detailed study of the most important city or 
cities 

Commercial relation of country, and position in world 
commerce 

Countries are studied in following order : 

The British Isles 

British possessions studied in detail, careful emphasis being 
put upon the relations with the mother country 

France and her possessions 

Spain and Portugal 

Belgium, the Netherlands and Denmark with possessions 

Scandinavia 

European and Asiatic Russia 

The German Empire with possessions 

Switzerland 

Italy 

Austria-Hungary 

The Balkan Peninsula. 

Both Tarr & McMurray and Dodge are texts in hands of 
children. For constant reference and supplementary work children 
have the twelve volumes of ‘‘ The Little Journeys to Every Land ”’ 
edited by Marian George, published by A. Flanagan Co., and 
‘“Modern Europe ’’ by Coe, published by Silver, Burdett Co. For 
teacher’s use Adams’ Commercial Geography is very helpful. 

Much use is made of the illustrations in ‘‘ The Little Jour- 
neys’’, Perry pictures, picture postcards and Shepp’s views to 
make the work as vivid and interesting as possible. 


GEOGRAPHY 141 


Texts: 
OT ReCCC OOO ERTL Vr aid hada cies ak hay G's. 0's oie sp ale Cale g Tarr & McMurry 
mavanced Georrapty.ts, sca de ee lke: PCD th Peas 284 ir a eda Dodge 
Reference books for pupils and teachers : s 

CPI eECIA COSTA DEY ho wm eak Tian moet clint ecosh eae vanes Adams 
CHULA JApAalle, okies pe sin es dhe tical einer a AEN TR eat gy cle Baily Ayrton 
RCI SERINE SEICO Rare urate o's Gist mae coafe ws cise hae Ge pion tno shot arog Socket U xe Badlam 
RIE OPE CoOL Ai Moen eee by oitclshe 2 ah on ciate e eat nee as . Baedeker 
PVOTOUCTHA CrCTIUAN Yin ance niga csr ene i sel Rly yo tee he sae pine ois swe 4, «a's Baedeker 
PAU OM tCh VENA Mate ha lee hia oy 2 holes a dante a8 aOR oes. Ie ee Butler 
Geographical Readers—Europe, Asia, Africa, Australia....... Carpenter 
Pare TODA Odea ore pe scaled Go nok eae fe Ons er nieleig na) Chamberlain 
PROM GMLOCHNY OG ICL tak wie aiee aos alse elev 6 ts vee 's hk ahs og he A se Carnegie 
PerOine aan LO Granade ecne. caveats alee eed kis (aden wild g hb eke Chapin 
DO errreloupo ees Messe ae nt ee hs abt 2 be wba gh Sisteta o's aie Sets Coe 
Handbook of Commercial Geography......... 0... ..0c ee eeeee Chisholm 
Geran Ue ter owt and Country i.e. o.cda. clon det dace pac aMee Davison 
Da S See eae EMME URINANY Fig 0! ten 80a Wd aia Sis aie. vole od ace a ae Faulds 
PPO ULOt bia tRNA Satan. ais 6 le ai oes tc Le ae ti sie's tp hie hie/ Alek sks Fraser 
Relation of Geography and History.... ............ 24... H. B. George 
Pitisesomemer ena OvOle ye ot ee eee ewe. Marion George 
ee MPa BIEN G Cc ced at daw PS seb AW a visas tae h a WY Daly a 2 woven! Hodden 
Pea Patt eR PAO TCTOWS ou 52% 5.6.0 m pie ote «Hace moo oe's os lee Clifton Johnson 
POP REPO TAGES IVA YS odo os 4 6 og tals Ad ye 4 oo eee be siehe ny ce 

le aB le Olesen RAMI TOCK. ais). Sos see os cee een ee ewe vt i 

Pb Gud RITES MC TL OAUICTL , vicisiea enc cei at ots e'ea vie bo * 

Re TRL eet a rere tae xb tcl pike: satya spit cuadeh vaste. 5c usis, fispe be George Johnson 
Boy Travellers in Great Britain and Ireland....................... Knox 
os “ POP ISUISEIRIGSL Doth Oe GUN ofa are’ Rese es SL o Realy IO Oy ata : 
i a PU IN OP LMCI UO Dee fa ene Cote hen es tee ent ass %, 
¥ ee OU Cae ICR Cian ates ae nain kiowneeieaer ah eee fi 
Methods and Aidsiin: Geopraphy ico. 3.30g puis ete cote ye tae oa awl, 8 King 
Australia and the Islands of the Sea... 600i. ee a ate Kellogg 
BU CAP ie stte CML A N Aaa, Wallan on; ot Je AUN ye en St Simca FG ieee Krout 
AU OLMILETCEMICG EL ia Wie teint his teats a tials © lar thule as ieesies Mortimer Menpes 
International Geography........ .......-..4.. AG oy Fok Ne Mill 
Reta AC CHG Rc ItICSe Pc iia eG Rens Ute aah pier sis a cqwle yx da Nevins 
TL W OUI Y, CrCOGTa OTM at ct ato ha tese one tue heme yl pieters Parker 
PiCirir ee, ROLECECI a oo cai shtag, ee eae as, at ea Se a ah cab nate eee alt Perry Co. 

Post Cards, Foreign. 

WN ECD EOL ELE Sabre cs aieialy Wow cer ee kdb be Mm acne s wea dace ibe Serdimore 
PALE AIT ASIA LR Utube win dele so ek We Nabble e eee aes Soren meme A Smith 
PUOLOETADDS OL CUCL VY OLIN ey ocute ae wee ah coh tn aints Soom ote a Sites Shepp 


Pad OFtbe White Miephantsy oreo.) a ere sbte cele wailed eome oat Vincent 


142 COURSES OF STUDY 


BG PT Be GRADE 


In this grade the commercial geography of the United States 
should be taught so as to give a broad view of the world’s civiliza- 
tion and to show the mutual dependence of individuals as well as 
countries. 

Subject Matter : 

Commerce— 

Nature and condition of commerce 
Natural conditions affecting commerce 
Human control of commerce. 

A comparative study of the nature, distribution, and uses 
of the products of the United States, and the com- 
merce of this country in comparison with that of 
other countries : 

Cereals and other vegetable products 
Animals and animal products 
Vegetable and animal fibres 
Forest products and their manufacture 
Mineral products 
Distribution of manufactures 
Transportation, seaports, and other trade centers 
Foreign trade. 
Text : 


Adams’ Elementary Commercial Geography—one quarter—-two lessons 
each week. The first thirteen chapters are used as a basis with the 
remainder of the book as supplementary work 

References : 

F'rye’s Complete Geography. 

Longman’s Geography. 

Statesman’s Year Book. 

Davis Physical Geography. 

Carpenter’s Europe, North America, South America, Asia. 

Youth’s Companion Series : 

Our Country East 

Our Country West 

By Land and Sea 

Talks About Animals. 
Chase and Clow’s Stories of Industry. 
Talisman Series,of Outline Maps. 


MUSIC 


The simple art phases of music should first be presented to the 
child for the purpose of awakening his natural powers to their best 
activity, beginning with the power of imitiation and finally reaching 
the power of analysis and understanding. 

The subject may be classified under the physical, aiming to 
cultivate a pure musical tone in speaking and singing; the aes- 
thetic, stimulating a love for music by awakening and expressing 
thought through the artistic singing of beautiful songs ; the intel- 
lectual, involving the mastery of rhythm and melody leading to sight 
reading, the training of the ear in hearing tones, the voice in 
producing tones, and the eye in interpreting symbols of music. 

The protection and development of the child-voice in singing 
is carefully considered, aiming to cultivate and retain the child-like 
quality of tone. The head register should be used exclusively 
until the change of voice. The tone quality should be light, buoy- 
ant, clear, fluty, always a vocalized tone. Simple voice exercises 
at first in descending form are used in all grades to develop flex- 
ibility, resonance and pure tone quality. These are vocalized with 
loo, no, na, nee, and hum, the syllable being repeated for each tone, 
the exercise varied in pitches suitable to the grade. Words may 
be used for articulation and attack, often deducing a voice exercise 
from a song. 

The necessity for active vital condition of body and mind, and 
its influence upon tone quality is recognized. Correct posture and 
correct breathing are encouraged by means of example, suggestion, 


sa 


and occasional exercises given to gain physical control. Conditions 
necessary for good tone production are: soft voice, animated sing- 
ing, active body, spirit of play, free flowing breath. 

The voices in the grammar grades are tested individually once 
a year, in some cases twice a year; great care is taken if voices are 
assigned for part-singing and in the use of the voice during the 
period of adolesence. 

Songs are chosen with discrimination as to their musical and 
poetic worth. These are taught by imitation in the lower grades 


144 COURSES OF STUDY 


and in the upper grades by numerical notation, staff notation, and 
occasionally by rote. Attention is given to suitable grading, clear 
articulation, correct pronunciation, proper phrasing, tone-color and 
interpretation. Since song is the most potent means of vitalizing 
the child, music as an art is emphasized. 

Some written work in all grades above the first is done. Small 
beginnings in original melody may be made in primary grades, 
short tonal groups, phrases of known songs and melodies from 
dictation. In the upper grades, song analysis and original melodies 
are set to simple couplets. Ear training in melody, rhythm and 
song, with limit of work, is done in all grades. 

The development of the sense of rhythm is given special atten- 
tion during the first three years. 

Songs of a devotional, seasonable and patriotic character are 
given for ensemble singing, when all grades assemble weekly for 
the chapel exercises. Rheinberger’s ‘‘ Morning Prayer,’’ Spohr’s 
‘‘Holy! Holy!’’ from ‘‘The Last Judgment,’’ standard hymns 
and the festival songs of the season are used with a patriotic song 
following the flag salute. 

Special music lessons are given in all grades during the year. 
The autumn folk-music, the harvest and reaper’s songs, songs 
of the Angelus, and hymns of praise are used in November, lead- 
ing to the thought of Thanksgiving. In December, the descriptive 
effects in Christmas music, the origin and study of the bell, the 
bell music, the carol and the Christmas hymn are naturally studied. 

Patriotic music is emphasized in February, the bugle—its use 
—bugle calls sung and analyzed; and a feeling for the rhythmical 
effects in martial music is established through the study of national 
hymns of all nations. In March attention is given to springy 
folk music, Irish songs and Easter songs. At any time during the 
year, the study of the lives and music of the composers, the 
song without words, singing and memorizing characteristic portions 
of their music, such as Handel’s ‘‘ Largo,’’ Mendelssohn’s ‘‘ Spring 
Song,’’ Mozart’s ‘‘ Minuet,’’ and some of the simple melodies of 
Beethoven may be taken up for special study. Again, ‘‘ Com- 
poser’s Day’’ when the program of songs is devoted exclusively 
to the music of one composer, interspersed with a bit of musical 
history, is one of the several features of the work. 


MUSIC 145 


Bel Resily GRA DE 


During this impressionable period emphasis is given to free 
expression of the child’s self in song and in the development of his 
imitative and creative powers, subject to voice conditions, 

The selection and expressive singing of songs upon themes of 
interest to child life are given special attention. 

The important aims of this year are: rote singing with usual 
individual work, aiming for spontaneity on the part of the child 
and leading to independent use of the voice; ear training and the 
development of the sense of rhythm; the ‘‘weeding out’’ of 
monotones. 

Voice exercises in the form of bird calls, echo calls, and imita- 
tions of instruments are used. ‘These are made up of short tonal 
groups from the tonic chord in various ways, with the time element 
prominent. The ‘‘study’’ songs, in different keys, and simple 
voice exercises are also used. The pitch is limited from ‘‘d’’ first 


CS peep Ig 


space below the staff to ‘‘g’’ first space above. 
Songs. 

The larger songs are used as a means of expression and enjoy- 
ment. 

The ‘‘study song’’—short, simple in form, attractive in rhyme 
—is used to introduce some element of music, first as a song, later 
for analysis. | | 
Rhythm, , 

Verse rhythm: a feeling for the swing of rhythm is stimulated 
by clapping to music, the use of circle swings, the saying of Mother 
Goose rhymes, and different rhythmic movements deduced from 
song. Avoid definite accent. 

Measure rhythm: the development of the strong pulse, the 
weak pulse, and the grouping of pulses. 

Tone-lengths: various time problems, such as those of the 
dotted notes, are informally presented to the ear. The effect of 
different tone-lengths is established by clapping some motif sug- 
gested in instrumental music. 

Melody, 

Study song: analysis of the study song—‘‘discover’’ tones, 

establish mental effects, tone relationship, comparison of tone- 


lengths, etc., singing with some syllable names. 5 


146 COURSES OF STUDY 


Tone development : tones of the tonic dominant and sub-domi- 
nant triads are given by imitation in rhythmical groups or melodic 
phrases. 

Ear training: to distinguish high, low, the same, and different 
tones, and various tone lengths; to recognize parts of songs, initial, 
final, and inner phrases, and place words to the same. 

Monotones, 

Hspecial attention is given to children deficient in tone percep- 
tion and expression. A class of monotones is formed, each child 
is tested, graded, and classifled, and the cause for the deficiency 
determined. Individual daily voice drill, with the song idea prom- 
inent, is given with much stimulation from the hearing side. Keep 
the defect from the child. All work is done in the spirit of play. 


5 E-GOwW.D > G:RyAgDae 


Simple voice exercises and study songs used as such are given, 
with pitch same as in first grade. -Monotones and inaccurate 
singers receive further attention in an effort to help the child to 
wholly overcome the defect. Individual singing is emphasized. 
Special aims and methods employed in the first grade are also given 
attention here. 


Songs. 

Same as in first grade. 
Rhythm, 

Review and continue the work of the first grade. 

Development of two-pulse rhythm, the one-pulse tone, the two- 
pulse tone and rest in 2-4 time; three-pulse rhythm, introducing 
the three-pulse tone in 3-4 time, and four-pulse rhythm with the 
four-pulse tone in 4-4 time. 

Melody. 

Continue analysis of study songs, singing tones of the triads, 
simple intervals, and scale progressions in melodic phrases. 

The staff is visualized by reproducing phrases of known 
songs using heads of notes to represent melody. ‘Tone lengths are 
observed in the singing, but are not yet shown to the eye. Aim to 
learn the relative position of notes on the staff. Later, the tone- 
lengths are indicated by the correct form of notes. 


MUSIC : 147 


The staff is used in different key positions for eye training. 
Associate signature with the position of the key note. 

Har training is the same as in first grade. 
Sight Reading, 

New melodies are used, together with the singing of simple 
melodies from blackboard or book, introducing in various keys the 
rhythmic problems. 


THIRD GRADE 


Voice exercises are continued. Song singing also forms an 
important part in the work of this grade, although sight reading 
leading to greater independence is emphasized. Individual effort is 
stimulated. 


Songs, 

Songs adapted to the grade are freely used for their cultural 
value. ‘The study song is given as a voice exercise to encourage 
individual singing, and asa further means of deducing from it some 
simple element of music. 


Rhythm, 

Continue study of two, three, and four-pulse rhythm with 
various tone-lengths. 

Introduce two sounds to the pulse, represented by eighth notes. 


Melody. 

Simple intervals, using rhythmical groups of tones, are sung 
and tone relationship is established and applied to the staff in 
various keys. Introduce the pitch names and the names of keys 
associated with the signature and position of the key note. 

Har training within limit of work is given. 

Sight Reading. 
Combine the above problems in new melodies from books. 


POU iver GRA LE, 


Continue use of voice exercises. Simple chording, leading to 
two-part singing, is introduced in this grade. 
Rhythm, 

Review the work of previous year. Continue study of two 
sounds to the pulse. 


148 COURSES OF STUDY 


Introduce six-pulse rhythm, eighth note representing the pulse, 
and the pulse-and-a-half tone shown by the dotted quarter and an 
eighth note. 

Melody. 

Begin the singing of more difficult intervals, in short rhyth- 
mical phrases, in all keys from the staff. The tonal group is 
suggested from the material used. 

Introduce a few chromatics, such as sharp four, sharp two, 
sharp five and flat seven. 

Part Singing. 

Begin the use of the canon and the round, together with two 
part drills, using thirds and sixths of major scale, resolving chords 
on leading tone. 

Make frequent change of parts with the use of simple harmo- 
nies. Avoid low tones and aim for light quality of voice in singing 
second part. 

Sight Reading. 

The ability to read music is further developed by singing many 
songs, exercises, and suitable two part melodies involving the 
above difficulties. 


PLE TB GRAD 


Voice exercises gradually increasing in difficulty are freely 
used for a few moments at the opening of lessons to secure an 
active, vital condition. 

Rhythm, 

The pulse-and-a-half tone with the dotted quarter and eighth 
note is continued. 

The simple forms of six-eight measure with two slow pulses to 
the measure are sung here. If advisable the triplet in two-four 
measure may be introduced and compared with this time problem. 

Introduce the unequally divided pulse, represented by the 
dotted eighth and the sixteenth note. 

Melody. 

Staff drills in various keys keep the rhythmical phrase idea, 
including the difficult intervals involved in the reader exercises. 

All sharp chromatics and flat seven are introduced. 


MUSIC 149 


Introduction of the minor is here made. 

Ear training is continued. 
Part Singing. 

This is the same as fourth grade, but gradually use more 
difficult harmonies as greater independence is gained. 
Sight Reading. 

The problems of rhythm and melody are applied to reader 


songs, exercises, and two-part melodies. 


See ee GREASE 


Voice exercises are the same as in the fifth grade. Attention 
is given to any changing voices and to the proper classifying of 
voices for part singing. 

The folk-song literature and national songs of ail countries are 
especially interesting in this grade, also in the seventh and eighth 
grades. 

Rhythm. 

Continue the study of the unequally divided pulse, dotted 
eighth and sixteenth note. 

Introduce the triplet in two-four measure, three sounds to the 
pulse. 

Continue six-eight time, with two slow pulses to measure, and 
compare with the triplet. 

Melody, 
Further promote the eye training by staff representation of all 
keys, singing difficult intervals in rhythmical phrases. 

Study sharp and flat chromatics. 

Introduce different forms of the minor scale. 

Continue ear training within limit of the work. 

Part Singing. 

Teach two or three part singing and classify voices. Much 
care is needed in selecting voices for the parts. Have two-part 
drills, increasing difficulty of the harmonies. 

Spell and pronounce the major triads in whole and divided 
scales. 

Sight Reading. 

Sing two-part melodies with exercises and songs from reader 

in various keys. | 


150 COURSES OF STUDY 


SE VON TH G RAIDIE 


Special pitches adapted to the range of changing voices are 
given for the voice exercises. During the period of adolescence 
the boys are given special work in music. 

Rhythm, 

Review and continue the rhythmic problems of the previous 
year. 

The twice divided pulse (four sounds) shown by four sixteenth 
notes, with other pulse divisions, may be introduced in this grade 
if the rhythmic problems preceding this have been mastered. 
Melody. 

The ability to sing all intervals and recognize their staff repre- 
sentation in all keys is here emphasized. 

Sharp chromatics are reviewed and flat chromatics are con- 
tinued. 

Different forms of the minor scale are studied. 

Continue ear training within limit of the work. 

Part Singing. 

Voices are classified for three-part singing. Spell and pro- 
nounce the major and minor triads, resolving the triad on the 
leading tone. 

Sight Reading. 

Melodies and exercises and songs in two and three parts from 
books are here studied. 

A boys’ class for changing voices is formed. During this 
time of limited singing, and in some cases of enforced rest, a large 
part of time is given to ear training, the writing of music, musical 
history and the development of musical appreciation. Character- 
istic phrases of well known songs are analyzed and reproduced, 
interest having been aroused in the theme of the song, its composer, 
and its history. 


EIGHTH GRADE 


The voice exercises are the same as in the seventh grade. 
Special attention is given to the boys’ voices during adolescence 
and to the development of the changed voice. 

The singing of songs is emphasized. 


MUSIC 151 


Rhythm. 

Review rhythmic problems. All forms of six-eight measure 
are sung with two pulses to the measure. 

Introduce twice divided pulse (four sounds) and+other pulse 
divisions. 

Introduce syncopation. 
Melody, 

The technical work previously studied should be reviewed and 
amplified. Relative minor keys are introduced. 

The use of sharp and flat chromatics receive special attention. 

Study the harmonic and melodic minor scales and learn to 
recognize these forms in the minor modes. 

Introduce the ‘‘F’”’ clef. 

Continue ear training within limits of the work. 
Part Singing, 

This is the same as in the seventh grade. Increase the diffi- 
culties and the use of closer harmonies. 


Sight Reading, 

Sing melodies, exercises and songs, in three and four parts, 
and in major and minor keys, from the reader. 

The boys’ class for changing voices continues if the condition 
demands it. The kind of work is the same as in the seventh 
grade with more time given to singing, the voices now being more 
settled. As the voice develops and becomes adjusted to its new 
register, the boys may resume the regular class work. 


Re oie id gon ON 


The technical training in music having been completed in the 
grades, the greater portion of the time should now be devoted to 
chorus and individual singing, further developing an appreciation 
for the best in song. 

The singing of standard songs and choruses, the study of com- 
posers’ lives, introductory history and musical literature should be 
leading features in high school music. Part songs, glees and 
concerted numbers are studied, giving careful attention to interpret- 
ation, phrasing, tone quality, and expressive singing. 


152 COURSES OF STUDY 


The following books are suggested as offering good song 
material for the lower grades: 


Songs of the Child-World I andat; 7... casas tone tulee eee Gaynor 
Lilts and sDy rics. (Oke. wes essh haces aa cee emcees ee eee Gaynor 
Marth, Sky and Air dn-Sone. 77.2 i ne was sae ee eee Neidlinger 
SONG “SLOTS. . Sis es nace ay wad dk Eislp's. soulae Weea ale User tah aaa ae a Hill 
Holiday: Songer sy vy. soy sk oe cleat ed bs Oe Poulson 
WNature-Songs for Chithdren. 0. 31s acu eae ee Knowlton 
Songs in Season. vis pictgs cao k #acalle tok eect aan ei Nae Aa George 
Modern Primer 2 eee inn sears aie vieia Sore ley pena arene ae ee Smith 
Modern First Header ers icoe be oo asares ogee ere eee ere oid ae ee Smith 


Songs for the upper grades may be selected from the various 
books in school use, supplemented by the music of the Beacon 
Series and Coda : 


ihe Modern Music Readers... 2s. eee tae i ane d eee era Smith 
The New Educational Readers,.... 60. 2. sens 0c ee eee ee McLaughlin 
The Harmonic Readers e 6... ..escse ence: + sees ee ee Ripley 
The Melodic, Readers (42.2.5 ¢4:sdanvic aye senie hag eee Ripley 


Supplementary material may also be found in the following 
books : } 


Choral Instruction. co <ooe) 1, die? cures Gee Pease and Lawrence 
Songs of All Lands us. s in. sous ance its ele a ere See Mathews > 
The Laurel Song Book :o.. 3 .ciys 5 ae¥ 2 ase dels 2 eee eee Tomlins 
QhorabSong Bookie Girw once tie cee ees eee Pease and Lawrence 


DRAWING 


The course, as outlined in the following pages, covers a period 
of nine months. The time that each grade gives to drawing 
averages about one and one-half hours a week. The lesson periods 
in the primary grades are twenty minutes long, and in the interme- 
diate and grammar grades one-half hour long. In the eighth 
grace, however, two lessons are given each week, three-fourths of 
an hour in extent. 

The purpose of these lessons is to lead the child to see and 
appreciate the beauty in nature and in art, and to desire some 
expression of this beauty in his home environment. The course is 
also planned to show him what practical application can be made of 
his drawing lessons in connection with other subjects of the school 
curriculum. Pictures and historic ornament are not studied as 
subjects in themselves, but are used in connection with other work 
as a means of teaching the principles governing good composition 
and design. The biographical and historical facts suggested by 
these examples are introduced incidentally. 

The color study becomes more formal in the intermediate and 
grammar grades. Much of this color work is given in the spring 
and fall as a preparation for the work from nature. 

In the freehand model and object drawing the forms are fre- 
quently reviewed and are studied in a variety of positions, in order 
to lead to a mastery of the principles of foreshortening and conver- 
gence, 

The work in mechanical drawing is given in connection with 
the construction of Christmas gifts and other objects for use or 
decoration at school or in the home. 


PeUieS boiG RA DE 
FALL 


Grasses, fruits and flowers are studied together with their direc- 
tion, character of growth, and color. Attention is given to size 
and position of the sheet of paper used. 


154 COURSES OF STUDY 


The spectrum is introduced: six colors. Teach the use of 
water colors. 

Illustrative drawing comes in for its fair amount of time. 

The terms of Aosttion and relation are mastered; right, left, 
opposite. 

Freehand drawing is emphasized in straight and curved lines ; 
letters, squares, oblongs, and circles. 

Make some simple object for Christmas gifts, involving paper 
cutting and painting. 


WINTER 


Cylindrical and spherical objects, singly and in groups, are 
drawn with especial reference to relative size and position of parts. 

Valentines are made during the week preceding St. Valentine’s 
day, with emphasis upon construction and color. 

Illustrative drawing is continued. 

Drawing from figures (animals) is given with especial reference 
to painting, drawing, and paper cutting. 


SPRING 


Review the spectrum. 

Study spring growths in buds, leaves, and flowers. 

Paint simple landscapes and give attention to perspective and 
color. 

Study spring flowers: direction and character of growth and 
color. Give attention to size and shape of sheet. 

Design is studied in repetition and alternation in borders of 
units derived from flower and animal forms. 


SE COND. GRADE 


FALL 


Study fall flowers and fruits with especial reference to direc- 
tion, character of branching and color. Give care to the position 
on sheet and shape of space. 

Study hues incidentally in connection with above. 


DRAWING 155 


Attention is here given to the drawing of different cylindrical 
objects, and care is exercised as to proportions and foreshortenings. 
Study these objects in different positions and in different levels. 

Teach the terms vertical, horizontal and oblique. 

In free hand drawing pay especial attention to lines, squares, 
oblongs, triangles, and ellipses. 

Illustrative drawing is here continued with especial attention 
to the different winter sports. 

Make Christmas gifts, bringing in useful material in construc- 
tion and color. | 

WINTER 


Continue object drawing in cylindrical forms, animals and 
figures, giving attention to proportions, foreshortening, action, and 
color. 7 

In the illustrative drawing of this quarter make use of animals 
and children, giving attention to perspective, action, and grouping. 
Study good reproductions for method in telling the story. 


SPRING 


Study spring growths: flowers, buds, leaves. Pay attention 
to the direction, character of branching, and color. Care should 
be given to the position of the drawing on the sheet, and size and 
shape of the same. 

Study hues. 

Study elementary design in repetition and alternation : borders 
and surface coverings of units are derived from flower and leaf 
forms. 


THIRD GRADE 
FALL 


Study fall flowers, roots, and leaves with reference to relative 
position, size of parts, and color. Give attention to the size and 
shape of space. 

Study the twelve color scale: primary, secondary, and inter- 
mediate tones. 

Continue the study of the cylinder and cylindrical objects. 
Study forms in different levels and in different positions, with 
reference to foreshortening and proportions. 


156 COURSES OF STUDY 


Study freehand drawing in straight and curved lines, employ- 
ing the oblong, circle, and ellipse. 

Do illustrative drawing with Thanksgiving as the main theme. 

Make Christmas gifts, studying especially composition and 
color. 

WINTER 

Do model and object drawing, making use of cylindrical forms 
in Christmas toys. Give attention to proportions, foreshortening 
and colors. : 

Make valentines, giving attention to design and color. 

Do illustrative work with figures and animals, giving attention 
to perspective, action and grouping. Study good reproductions 
from Landseer and Millet. 

Take up design with especial reference to color. Study balance 
of lines and shapes. Review the twelve colors previously studied 
and teach the terms tint and shade. Make some useful object. 


SPRING 


Study spring growths, giving attention to color, relative posi- 
tion, size of parts, and arrangement in space. 

Study design, deriving the units from flower and leaf forms. 
Balance around a center. Apply to some useful object and finish 
in different tones of one color. 


FOURTH: GRADE 
FALL 


Review colors, hues, and values. 

Draw fall flowers, fruits and leaves, giving attention to pro- 
portions, foreshortening, color, and position on the sheet. Study 
size, color, and placing of margins and initials. 

Draw the triangular forms and hemispheres in different posi- 
tions. Give attention to foreshortening and proportion of parts. 

Have freehand line drill in straight and curved lines. 

Make Christmas gifts, paying attention to construction and 
color. Use conventionalized holly forms. 


WINTER 


Draw from pose children and animals in silhoutte and color, 
bringing in action and expressive attitudes. 


4 


DRAWING 157 


Do illustrative work appropriate to the season. Study pictures 
which will suggest good composition. 

Do design work in Indian ornaments. Pay attention to bal- 
ance and rhythm in shape, measure, color, and value. 

Review the color scale and teach dominant harmony. 


SPRING 


Do illustrative work appropriate for the season in good repro- 
ductives for grouping, perspective, color, and value. 

Study spring growths with especial reference to proportions, 
foreshortening of parts and color. Give attention to the size and 
space for margins and initials. 

Do composition work in programs and book covers. 

Do design work with repetition of flowers and leaf units, in bor- 
ders and around center. Apply the same to useful objects. Finish 
in dominant harmony. 


Babes bet) GRA DE 


FALL 


Study fall flowers and fruits with attention given to propor- 
tions, foreshortening of parts, values, and hues, Pay attention to 
the shape of the sheet and give care to margins and initials of 
appropriate size and tone. 

Study the cylinder and hemisphere in various positions with 
reference to proportions, light and shade. 

Give freehand line drill. Review terms ellipse, vertical, etc. 

Do Christmas work in design and color with the conventional- 
ized holly leaf and berry. 


WINTER 


Teach cylindrical and hemispherical objects singly and in 
groups. Give attention to blocking in, proportions, and foreshort- 
ening of parts. 

Review color scale and scale of five values, also tints and 
shades of one color. 

Make valentines illustrating rhythm, balance, and dominant 
harmony. 


158 COURSES OF STUDY 


Do illustrative work in figures. Study pictures for good com- 

position. 
SPRING 

Draw spring growths with attention to values, hues, arrange- 
ment in space, margins, and initials. ) 

Study design in flower and animal units. Give attention to 
rhythm, balance, and dominant harmony. Apply design to some 
useful object. 


SU MoT CR AE 
FALL 


Draw spray of flowers and fruits, giving attention to propor- 
tions, foreshortening of parts, values, hues, and background. Give 
care as to the size and shape of sheet, margins and initials. 

Review the color scale. 

Teach complementary colors. 

Teach the scale of five values. 

Review balance, rhythm of measure, color and value. 

Study lettering. 

Do Christmas work, paying attention to design and lettering. 
Use the conventionalized holly forms. 

WINTER 

Study the cone and cube in different positions. Pay attention 
to proportions, foreshortening of parts, light, and shade. 

Draw groups of two and three objects. Pay attention to block- 
ing in and the relative position and proportion of parts. 

Have freehand drill in straight and curved lines. Make valen- 
tines in this connection. Study paper cutting and color. 

Do illustrative work in landscapes, paying attention to compo- 
sition, perspective, and color values. Study good reproductions. 


SPRING 


Study spring growths with reference to outline and color. 
Study individual characteristics and give attention to arrangement 
in space. 

In the design work give attention to the conventionalized 
flower forms. Study complimentary and dominant harmony. 
Apply the design to some useful object. 


DRAWING 159 


Dire VebeN dbl e Cun ADE 
FALL 


Draw spray of flowers and fruits, giving attention to propor- 
tions, foreshortening of parts, texture, values, and subordination of 
parts. 

Do illustrative drawing in landscapes appropriate to the season. 

Review complementary colors and teach analogous colors. 

Review balance and ryhthm. 

Study lettering. 

In the Christmas work make books for views, post cards, etc., 
applying knowledge gained to composition, design and lettering. 


WINTER 


Study perspective drawings with reference to cylindrical towers 
and rectangular surfaces. 

Study historical ornaments, rhythm, measurements and lines. 

Design abstract shapes, stenciling the design on some useful 
object. 

SPRING 

Study spring flowers with reference to color, details of struct- 
ure, and beauty of line. | 

Study conventionalization of flower forms, applying designs to 
book marks, blotter covers, and candle shades. 


Bout plete Gre A: TE 


FALL 


Study fall flowers and fruits with especial reference to beauty 
of growth, grace of line, color, analysis of hues, and values. Give 
attention to arrangement in space of margins and initials. 

Study complementary and analogous harmonies. 

Make designs in stenciling and leather work. Work out the 
units on square paper, paying attention to interrelation and harm- 
ony of parts. Use conventionalized plant forms. 

WINTER 

Do considerable picture study, paying attention particularly to 
American illustrators. Study perspective with reference to interior 
and exterior perspective and angular perspective. 


& 


160 COURSES OF STUDY 


Continue the study of lettering, applying the same to mottoes, 
book covers and decorative initials. | 

Do construction work in applied design: lamp and candle 
shades, lanterns, etc. 

SPRING 

Draw spring flowers, giving especial attention to details of 
structure, balance, rhythm of parts, color, and texture. 

Review color harmonies. 

Study design in the conventionalization of plant forms. Apply 
to some useful object. 


2 


— 


f 
ts 


DOMESTIC SCIENCE KITCHEN 


DOMESTIC ART ROOM 


DOMESTIC SCIENCE 


Sey EP GivcA DE 


The work of this grade aims to teach the girls the use and care 
of utensils and equipment, including dish cloths, dish towels, stove, 
and ice box. The proper dress and care of the person while prepar- 
ing food is also emphasized and especial attention is given to order, 
cleanliness and hygiene. 

The source, cultivation and transportation of food stuffs are 
studied, closely relating the work to the study of commercial 
geography. 

Proper measurements and abbreviations are learned, the recipe 
discussed and divided into individual portions, reviewing work in 
simple fractions and equivalents. 

Preparation of simple foods is undertaken, illustrating the effect 
of heat upon starch, albumen and other type foods. The experi- 
ments are related as closely as may be to the science taught in the 
grade. 

One two hour period each week is devoted to this work. 


EIGHTH GRADE 


In this grade the food principles, protein, carbo-hydrates, fats 
and the value of each in the body are considered. Foods suitable 
for different individuals in various occupations are discussed. The 
cost and nutritive value and the effect of different methods of cook- 
ing upon the digestibility of foods are studied. Yeast and bacteria 
are observed with the microscope, and their relation to the house- 
hold considered. The discussions and experiments emphasize the 
phase of physiology taught in this grade. 

The cooking aims to teach the girls skill in handling materials, 
judgment in combining different foods in the menu, and to stimu- 
late an interest in the important subject of diet in relation to 
healthy and economical living. 

The time element is the same as in the seventh grade. 


DOMESTIC ART 


POMP RUE RAD ie 


The aim in this grade is to develop freedom of hand movement 
which may be applied later in sewing for the girls and in manual 
training for the boys. All work is done in the large. The articles 
are selected from the following: knotted twine bag, hemp hat 
brush, raffia hat, rafha mat, reed mat, marble bag of canvas, etc. 

No stitches are taken except the base ball stitch and blanket 
stitch. 

Forty-five minutes each week are given to this work, and the 
boys and girls cover the same ground. 


Fol dA GR Ae 


The girls are taught the use of the needle, thimble, scissors, 
and tape measure ; care and neatness in handling material, and the 
cutting out of simple articles from different materials. The growth 
of different fiber materials is studied and discussed, and the cloth 
made from different fibers of wool, flax and cotton is examined and 
the value of each in the making of different articles is studied. 
The simpler stitches—running stitch, back stitch, and hemming 
stitch are taught, and darning of stockings is invariably given. 

Other work in sewing includes the making of articles from the 
following: needle book, pin book, duster bag, duster, work bag, 
crocheted slippers or other articles. 

Every article made is of real use to the child or in the home. 

Sixty minutes each week are given to this work. 


5 Xe EGR Arb 


In this grade the stiches learned in the fifth grade are applied. 
Simple, useful garments are made; suchas flannel petticoat, sewing 
apron, overhand and hemmed patch, and a uniform to be used in 
the cooking department of the seventh grade. 

Two sixty minute periods each week are given to this work. 


MANUAL TRAINING ROOM 


“GRAMMAR GRADE BENCH WORK 


MANUAL TRAINING 


Some form of manual training is given in all grades from the 
first to the tenth. The required work aims for a progressive growth 
from grade to grade so that added skill will be acquired for the 
purpose of mastering increasing details as they are presented by the 
different materials. 

The course of work is divided into large units and these units 
are elaborated and developed in detail to meet the interests of indi- 
viduals and the changing conditions of environment. Whenever 
desirable the handwork is closely related to the work of the regular 
grade subjects. However, the strongest guiding principle which 
shapes the whole course is the broad feeling of the child’s home 
interests. 

The materials used in developing these units and the general 
scope of the work are outlined under the various grades. 


Peso Galo 1) b 


Clay modeling and paper cutting are taken up with reference 
to animal and vegetable life as developed in nature study. Illustra- 
tive work in history and English also forms an important part of 
this course. 

The weaving of mats, holders, rugs, etc., is taken up with 
special reference to the play instincts of the child. Nothing but 
coarse material, such as paper, rags and roving, are used. Cord 
work in the form of horse reins, mitten cords, curtain cords and 
circular mats is given. ‘The material used here is mostly macrame 
cord and wool. 

In addition to the kind of work outlined above a good deal of 
attention is given to appropriate work for holidays and historic 
celebrations. 

Two periods of thirty minutes each are given to this work 
during the week. 

SECOND GRADE 

Clay modeling and paper cutting are again taken up in this 
grade. It is very similar in character to that done in the first 
grade, but of a more advanced nature. 


164 COURSES OF STUDY 


Straight weaving of teapot holders, mats, etc., takes a portion 
of the time. The work is done on cardboard looms with wool 
material. 

Circular weaving of broom holders, fans, doll tams, etc., with 
coarse and fine material enlarges the child’s scope of work. The 
materials used are split reed, rattan, rafha, and wool. 

Two periods of thirty minutes each are given to this work 
during the week. 


THIRD GRADE 


In the third grade manual training becomes a little more formal 
and is confined quite largely to cardboad construction based upon 
the simplest principles of mechanical drawing. Most of the work 
is done with rule, compass and triangle. Application of principles 
covered is brought out with the sand table and in the making of 
articles for the home. 

The time element in this grade is the same as in the two pre- 
ceding grades. 


FOUR TH ‘GRA DE 


The outline for fourth grade work will be found in the outline 
for domestic art and is under the control of that department. 


Pol PTS CR ACD 


The boys of the fifth grade continue the work in manual 
training while the girls begin their work in simple sewing. 

Basketry is introduced here in the form of rattan mats and 
plain baskets. 

Venetian iron is also introduced and useful articles for the 
home are made. The work takes the form of angles, curves and 
scrolls, and the designs are both original and prescribed. The 
study and reading of mechanical drawings to determine dimensions 
are here begun. 

One sixty minute period each week is devoted to this line of 
work, 


SIXTH GRADE 


At this point bench work for the boys has its beginning. All 
fundamental principles in wood construction are worked out in 
useful articles. The boys are required in every case to make work- 


MANUAL TRAINING 165 


ing drawings before the model is constructed. The special prin- 
ciples to which attention is given in this grade are the squaring of 
a piece of lumber, broad surface planing, the fitting and nailing of 
square joints and gouging. 

Two sixty minute periods each week are employed in this work. 


She Pe INER be ar A LE 


Here an application is made of the principles worked out in 
the sixth grade with more advanced work in mechanical drawing. 
Special attention is given to the selection of woods and models 
which require the making of half lapping joints, mortise and tenon 
joint, lapped butt joint, planing of cylinder, modeling with the 
gouge, working out curved surfaces, chip carving, etc. 

One two hour period each week is taken for this work. 


EIGHTH GRADE 


The work of this grade is largely a continuation of that already 
begun in the sixth and seventh grades. However, more difficult 
things are undertaken here. More hard wood is used and the pre- 
ceding principles are frequently applied in the making of simple 
pieces of furniture. The boys also study the staining and finishing 
of woods and take up much more difficult work in joinery. 

The time element in this grade is the same as in the seventh. 


PHYSICAL TRAINING 


The course of study in physical training is designed to afford a 
means whereby the tendencies in school life toward incorrect pos- 
ture and physical deterioration may be overcome. 

To that end the exercises are of two general types, corrective 
and recreative. 

In the three lower grades, where postural defects are not so 
liable to occur, the work is almost entirely rhythmical and recreative, 
and in nearly all grades folk dances are used. This form of gym- 
nastic work is greatly advocated at present as the best form of 
spontaneous physical expression. 

Games are another recreative feature for corrective work. 
Swedish gymnastics and also light apparatus work are used. Ar- 
ranged by grades the work is briefly outlined as follows: 


FIRST GRADE 


Marching and running, song plays, rhythmic exercises taken in 
spirit of play, and games. 


SE CO NOD Gah As Ets 


Marching and running, simple fancy steps, simple arm work 
and corrective posture work. 


THIRD GRADE 
Marching and running, fancy steps, simple arm work and 
corrective posture work. 
FeO UR Te eG RA ak 


Fall—Swedish movements and games. 
Winter—Musical dumbbells and games. 
Spring—Bouncing balls and games. 


Bebe THY GRADS 


Fall—Swedish movements and games. 
Winter—Grace hoops and games. 
Spring—Short wands and games. 


PHYSICAL TRAINING 167 


SUX TH GRADE 


Fall—Swedish movements and games. 
Winter—Dumbbells and games, 
Spring—Wands and games. 


SEVENTH GRADE 


Fall—Boys—Football. 
Girls—Fancy steps and newcomb. 
Winter—Indian clubs. 
Spring—Boys—Baseball. 
Girls—Gymnastic dances and newcomb. 


Een Pel biG REA DE 


Fall—Boys—Football. 
Girls—Gymnastic dances and newcomb. 
Winter—Boys—Military drill and basketball. 
Girls—Gymnastic dances and newcomb, 
Spring—Boys—Baseball. 
Girls—Gymnastic dances and newcomb. 


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DEPARTMENTAL 


Kindergarten 

English : ; 
Nature Study ‘ ‘ 
Arithmetic and Sense Training 
History 3 , 
‘Geography 

Music 

Drawing 

Domestic Science 

Domestic Art 

Manual Training 

Physical Training 


INDEX 


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